Background: National nurse shortages, ongoing nurse faculty retirements, and a dearth of clinical sites make it challenging to prepare advanced practice registered nurses (APRNs) who are ready to transition into independent provider roles, especially in acute care settings. One of the most effective ways to address these experiential learning challenges is for academic institutions and healthcare systems to form collaborative academic-practice partnerships. However, many partnerships between schools of nursing and healthcare institutions have found numerous challenges, including time to devote to the partnership, funding of ideas, competing initiatives and needs, and sustainability. Objective: The University of Maryland School of Nursing (UMSON) set out to expand the traditional academic-clinical partnership approach with a new collaborative model. Methods: Rather than both parties coming to the table with their own goals, the partnership focused on intentional relationship building, transparency, measurable outcomes, and sustainability. This model, further called the Sustainable Academic-Clinical Alliance (SACA), assures that both sides of the partnership benefit. The SACA model was used to create an academic-practice partnership with the University of Maryland Upper Chesapeake Health System in order to increase APRN clinical practice sites and readiness of APRN students to provide care across the continuum in the state of Maryland. Results: Since July 2016, the SACA model has enabled over 40 clinical providers in over 20 different clinical areas to offer 329 different clinical and nonclinical experiences to APRN students from UMSON. At the end of the 5-year alliance, 150 unique UMSON APRN students completed 257 different clinical rotations. Conclusion: The SACA model effectively promotes the development and achievement of sustainable academic-practice partnerships by focusing on (a) intentional relationship building, (b) transparency in goal setting and alliance maintenance, (c) development of outcome measures, and (d) sustainability. Implications for Nursing: The components of the SACA model made sustainability more achievable, which has eluded previous academic-clinical partnerships. This model can serve as a blueprint for other academic and healthcare institutions to establish sustainable academic-practice partnerships.

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.

BACKGROUND: Students\' approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student\'s approaches to learning as a significant aspect affecting the quality of students\' learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery students in selected Malawian nursing colleges.
METHODS: This was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery students pursuing nursing diplomas from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2 F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach\'s alpha was 0.6.
RESULTS: Most students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16-20 had more likelihood of adopting a surface approach to learning compared to other age categories (X2 = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X2 = 12.388, df = 2, P = .002).
CONCLUSIONS: A deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.

OBJECTIVE: To report the experience of implementing the São Paulo Nursing Courses Consortium for the Progress Test.
METHODS: This is an experience report of the consortium\'s work in Progress Test preparation and application for Public Schools of Nursing in São Paulo in 2019, 2021 and 2022, with a descriptive analysis of the work process and the results obtained.
RESULTS: The consortium\'s activities are structured into the following stages: planning; theme review; distributing and requesting questions; professor training; question elaboration; question reception; question selection; question validation; student registration; test application; analysis and dissemination of results. A total of 57.3% of enrolled students participated. There was a predominance of questions of medium difficulty and a gradual progression in the level of discrimination of the questions, with, in 2022, 82.5% being considered adequate.
CONCLUSIONS: The consortium has allowed the test to be applied interinstitutionally, with greater scope, accuracy, and quality of questions. Through this experience, it is expected to encourage progress testing in undergraduate nursing courses in other contexts.

OBJECTIVE: This paper reflects on the experience of one Scottish University in conducting a face-to-face Objective Structured Examination (OSCE) for large cohorts of student nurses. It outlines the challenges experienced and learning gained. Borton\'s model of reflection frames this work due to its simplicity, ease of application and cyclical nature.
BACKGROUND: The theoretical framework for the OSCE is critical thinking, enabling students to apply those skills authentically. OSCE\'s are designed to transfer classroom knowledge to clinical practice and offer an authentic work-based assessment.
METHODS: Validity and robustness are key considerations in any assessment and in OSCE, the number of stations that students encounter is important and debated. We used a case-study based OSCE approach initially over four stations and following reflection, changed to one long station with four phases.
RESULTS: In OSCE examinations, interrater reliability is a necessity, and students expect equity of approach. We identified that despite clear marking criteria, marks were polarised, with students achieving high or low marks with little middle ground. Review of examination papers highlighted that although students\' overall performance was good, some had failed in at least one station, suggesting a four-station approach may skew results. On reflection we hypothesised that using a one station case study-based, phased approach enabled the examiner to build up a more holistic picture of student knowledge and skills. It also provided the student opportunity to develop a rapport with the examiner and standardised patient, thereby putting them more at ease. We argue that this approach is holistic, authentic and student centred.
CONCLUSIONS: Our experience highlights that a single station, four phase OSCE is preferrable, enabling students to integrate all aspects of the assessment and provides a holistic view of clinical skills and knowledge.

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BACKGROUND: Recruitment and retention of diverse faculty in schools of nursing continues to be an important challenge but little has been written from the perspectives of early-career faculty of color on their decision to join academia and their retention.
OBJECTIVE: We aim to understand the perspectives of a cluster hire of early-career faculty of color on their recruitment, mentorship and support received, and resources needed for long-term retention.
METHODS: Five faculty members conducted a joint autoethnography of their perspectives through recruitment, hiring, and first year as faculty. Two group discussions were analyzed for emergent themes using thematic analysis, maintaining reflexivity.
CONCLUSIONS: Four themes were identified: Intentionality to diversity faculty, Plan for professional development, Clear antiracism diversity equity and inclusion standards, and Retention enablers and barriers.
CONCLUSIONS: We provide strategies (e.g., targeted resources, diverse cluster hires, building community) to inform recruitment and retention of early-career faculty of color.

In 2021, the American Association of Colleges of Nursing (AACN) added \"the impact of climate change on environmental and population health\" into The Essentials: Core Competencies for Professional Nursing Education. Presently, little guidance exists for nursing faculty new to climate education. The year prior, the Nurses Climate Challenge (NCC)-a campaign to educate 50,000 health professionals about health impacts of climate change-launched the School of Nursing Commitment through a series of focus groups and collaborative content development. With an aim of increasing access to knowledge and tools to support education about the health impacts of climate change, the NCC Commitment partners with nursing schools and provides a community of practice. Partner schools use NCC resources in courses and report the number of students educated. Within three years, 61 nursing schools in 30 states joined the Commitment. Participants included academic health centers, research institutions, multi-state schools, and small private colleges, and programs ranged from AD to PhD. Faculty (1) integrated resources into didactic and clinical settings, such as population or organ-system content, leadership, and policy; and (2) used resources to support assignments. In four years, faculty reported educating over 37,700 students, using NCC resources in 439 educational sessions. The Commitment may be valuable for faculty fulfilling AACN Essentials by bringing climate change to the classroom, community, and bedside. Furthermore, the Commitment may be a replicable model for health professional education and inspiring action on climate change.

BACKGROUND: The evolution of nursing education requires a combination of strong academic faculty and expert clinicians. Different professional growth and development pathways are necessary to build a robust faculty with clinical and research expertise. Some schools have implemented a formal clinical track (CT) to complement the traditional tenure track for the professional advancement of CT.
METHODS: The article presents a case example of how one institution maintains and advances a strong CT using the Kotter Change Model and discusses future directions.
RESULTS: The school\'s infrastructure for promotion, which follows a similar structure and guidelines as Tenure Track (TT) Promotion and Tenure Guidelines, has led to an increase in the school\'s scholarly productivity among CT faculty across ranks. Increasing poster and podium presentations as well as publications to a national and international audience results in greater reach and improved reputation for the school, both nationally and internationally.
CONCLUSIONS: While there is still work to be done to advance equity and inclusion for nursing CTs, developing and maintaining a CT with system-level structures holds significant value and provides a clear path to promotion, invests in clinical scholarship, and includes clinical faculty as full citizens in academia.

UNASSIGNED: Enhancing faculty voice and promoting shared governance within academia has long been called for but has not been well-reported. A college of nursing in the midwestern United States identified shortcomings in its organizational structure including lack of faculty voice, communication barriers, lack of faculty participation in decision making, and academic programs operating independently.
UNASSIGNED: A workgroup was formed to transform the bylaws to promote shared governance, including faculty voice, equality, and engagement.
UNASSIGNED: The bylaws were revised and presented to faculty for discussion, further revisions, and vote. The revised bylaws were approved and implemented in August 2021.
UNASSIGNED: Through transformation of the bylaws, the college\'s 12-committee structure was reconceptualized to five standing committees and 13 subcommittees. Clear communication lines and cross-committee collaboration was established to break down the former academic program silos. Faculty with primary teaching assignments are equally represented throughout the structure with voice, vote, and responsibility. [J Nurs Educ. 2024;63(5):277-281.].