UNASSIGNED: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching.
UNASSIGNED: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs.
UNASSIGNED: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role.
UNASSIGNED: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].

暂无摘要。

The five-year rule must die. Despite an extensive literature search, the origins of the five-year rule remain unknown. In an era when the nursing profession is so focused on evidence-based practice, any approach that arbitrarily limits literature searches to articles published in the previous five years lacks scientific basis. We explore some reasons for the pervasiveness of the practice and suggest that librarians need to engage with nursing faculty, who are well-positioned to be change agents in this practice.

UNASSIGNED: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.
UNASSIGNED: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S\'], and by continuous comparisons of the data.
UNASSIGNED: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students\' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.
UNASSIGNED: Students\' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

BACKGROUND: The nursing shortage is driven, in part, by the critical shortage of nursing faculty. Consequently, qualified potential nursing students are being turned away from nursing schools each year. The preeminent issue influencing the United States nurse faculty workforce shortage is salary; financial compensation is higher in clinical and private-sector settings than educational settings. The purpose of this study is to describe current full-time nurse faculty salary, sources of income, and perceived need for more income, as well as the feasibility and acceptability of research focused on full-time nurse faculty salaries, so to guide future nursing faculty workforce research.
METHODS: Using a cross-sectional study design, full-time nursing faculty working in a Midwestern state in the United States completed a survey inclusive of fixed choice and free text response options focused on income (individual gross, faculty, and secondary), demographics, and feasibility/acceptability of the survey instrument. Descriptive statistics were used to describe salary, sources of income, and perceived need for additional income. Feasibility and acceptability were evaluated by descriptive statistics examining three feasibility and acceptability questions, and by comparing demographic differences between participants who answered income questions compared to those who did not using t tests, x2 tests, and Wilcoxon signed rank tests.
RESULTS: One hundred and eighty-three full-time nurse faculty completed the survey in six weeks, representing 27% of the full-time nurse faculty workforce in the state. Over half of participants, 57%, reported having another job(s) in addition to their full-time faculty position to support basic living expenses. Most respondents reported willingness to share financial/salary data and viewed the survey to be acceptable.
CONCLUSIONS: Research focused on nursing faculty salaries was feasible and acceptable to those who chose to participate in the study. Perceived income needs may be an important factor driving career decisions for nursing faculty. Future research should focus on delineating how salary influences the decision to enter or stay in the nursing faculty workforce. Further, this study can inform policy recommendations on how to best measure and report nurse faculty salary and the gap between clinical salaries and faculty salaries.

Clinical nurse educators (CNEs) are expert clinical nurses tasked with supporting the orientation and professional development of nurses on clinical units, yet CNEs themselves often do not receive a formal orientation to support their role transition. CNEs at a large academic medical center participate in a quality improvement program aimed at developing communication skills for difficult conversations, feedback, and debriefing. Findings highlight some of the interpersonal communication challenges CNEs encounter, which endorse the need for a formal CNE orientation and mentoring program.

暂无摘要。

Electronic health records (EHR) are designed to promote patient safety, workflow efficiency, and communication (HealthIT.gov). Competency in the use of an EHR is essential for both undergraduate and graduate nursing students. Masters prepared nurse educator students may become clinical faculty in schools of nursing or clinical nurse educators in hospitals or out-patient settings after graduation. A gap exists in preparing future nurse educators to teach EHR-specific skills to their future nursing student populations and in promoting patient safety through quality improvement initiatives. The purpose of this observational study is to evaluate experiential learning activities for Master of Science in Nursing (MSN) nurse educator students aimed at preparing them to teach EHR-specific skills to undergraduate nursing students and in utilizing an EHR query activity to develop quality improvement plans.

This study aimed to understand the experiences and challenges of interdisciplinary collaboration in nursing informatics curriculum design. The study was conducted from 9-20 August 2023 with 14 multidisciplinary faculty members. Surveys and interviews focused on perceptions of interdisciplinary communication, importance of collaboration, challenges encountered, and training needs to identify barriers to effective curriculum development. Participation was voluntary and anonymous. The results revealed significant challenges, including differences in terminology and thought processes between disciplines, role ambiguity, and cultural/methodological differences. The results of the study highlight the importance of collaboration, which is critical to the development of an effective and cohesive nursing informatics curriculum.

The advancement of technology and Artificial Intelligence applied health information systems demand high informatics competencies from nurses. To prepare nursing students to meet this demand, informatics courses are designed to increase informatics competencies. We offered an online informatics course to graduate students in a Nurse Educator program and assessed their informatics competency, including subdomains. Survey data were collected between Fall 2020 and Fall 2022 using an online Self-Assessment of Informatics Competency Scale for Health Professionals. We analyzed 109 responses and found that students were competent in overall informatics competency and the subdomains of \"basic computer skills\" and \"applied computer skills (clinical informatics).\" They were proficient in the \'role\' subdomain. However, students reported less competency in managing data and incorporating standard terminology into practice. These findings provide detailed insights of the current nursing students\' informatics competencies and can guide informatics faculty in improving their courses.