Elizabeth N Austin,Kathleen T Ogle,Nancy M Hannafin,Elizabeth P Crusse,Hayley Mark
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Innovative Nursing Faculty Education for Novice Educators.
BACKGROUND
The nursing faculty shortage in the United States affects enrollment of qualified nursing applicants. The gap may be filled by contracting with clinical nursing experts who often lack the content knowledge as academic nurse educators. Such content includes management of the classroom, evaluation, and legal issues. This article describes a course to provide new faculty with essential information for classroom teaching.
METHOD
Nursing faculty were recruited from multiple education programs and enrolled in one of three sections of a course for new educators. Learners completed activities related to curriculum, evaluation, and academic roles.
RESULTS
Focus group evaluations were conducted. Themes emerged related to classroom teaching, learning experiences, improved understanding of nursing education, and knowledge for the scope of nursing faculty responsibilities.
CONCLUSION
Each course provided experience in nursing education pedagogy and practice. Learners developed a wider array of teaching expertise and awareness of the faculty role in the classroom. [J Nurs Educ. 2024;63(X):XXX-XXX.].
期刊介绍：
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
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