Preparing New Clinical Educators: 10-Year Outcomes of a Hybrid Program

Background: Recruitment and retention of new clinical educators is of urgent concern as it coincides with a growing need for qualified RNs. One solution is to provide intensive training experiences for expert clinicians who can become educators. Method: This mixed-method research reports on 10-year...

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Bibliographic Details
Published in:The Journal of nursing education 2023-12, Vol.62 (12), p.701-705
Main Authors: Seldomridge, Lisa A., Hall, Nicole J., Jarosinski, Judith M., Reid, Tina P., Hauck, Bradley P., Payne, Beverly
Format: Article
Language:English
Subjects:
Collaboration
Community colleges
Curricula
Curriculum Design
Educational Environment
Enrollments
Feedback
Focus groups
Learning
Learning Theories
Mental health
Nurses
Nursing education
Student Behavior
Students
Teachers
Teaching
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Summary:Background: Recruitment and retention of new clinical educators is of urgent concern as it coincides with a growing need for qualified RNs. One solution is to provide intensive training experiences for expert clinicians who can become educators. Method: This mixed-method research reports on 10-year outcomes of one hybrid program and the improvements made to align with best practices in learning in an online environment. Results: From 2012 to 2021, a total of 264 participants completed the program, with 71% taking teaching positions in 21 of 26 Maryland nursing programs. Aggregate data from surveys and focus groups revealed a need for improvements in the organization of program materials, strategies to help participants manage the program's pace, and further efforts to create an ongoing sense of community. Conclusion: In the past 10 years, the Faculty Academy and Mentorship Initiative of Maryland has recruited, educated, and inspired clinicians for educator roles while using data to drive change and improve the participant experience. [J Nurs Educ. 2023;62(12):701–705.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20231016-01