Expert clinician to clinical teacher: Developing a faculty academy and mentoring initiative

The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate trai...

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Bibliographic Details
Published in:Nurse education in practice 2013-07, Vol.13 (4), p.288-293
Main Authors: Reid, Tina P., Hinderer, Katherine A., Jarosinski, Judith M., Mister, Brenda J., Seldomridge, Lisa A.
Format: Article
Language:English
Subjects:
Attrition
Career Mobility
Clinical nursing
Cooperative Behavior
Curriculum Design
Demand for nursing services
Education, Nursing - organization & administration
Faculty shortage strategies
Faculty, Nursing - supply & distribution
Hospitals
Humans
Job satisfaction
Learning strategies
Learning Theories
Mentoring
Mentors
Nurse faculty
Nurse faculty shortage
Nurse's Role
Nursing
Nursing administration
Nursing education
Nursing Education Research
Professors
Recruitment
Simulation
Teachers
Teaching
Teaching Methods
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Summary:The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2013.03.022