Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

Background: Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators.

Method: Data were collected online from ASBSN faculty (N = 93) across the midwestern United States.

The faculty voice: teaching in accelerated second baccalaureate degree nursing programs.

Background: Although accelerated second baccalaureate degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn.

Method: In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies.

Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs.

Precepting and mentoring needs of nursing faculty and clinical instructors: fostering career development and community.

A descriptive survey was conducted to describe (a) perceptions of precepting and mentoring at early-, mid-, and late-career phases and (b) the organization's support of department members' precepting and mentoring needs. Participants were nursing faculty and clinical instructors at a midwestern public university. The Measure of Precepting and Mentoring was developed for this study.

Accessibility in online nursing education for persons with disability.

As online teaching intensifies, literature about using and evaluating online teaching has flourished. What is missing, however, is a discussion of Web accessibility for persons with disabilities (PWD). The authors address the challenges that PWD face concerning Web accessibility, accessibility's evolution within universal design, application of accessible design principles, use of selected evaluation tools for appraising online teaching for its accessibility by PWD, and recommendations for moving forward.

Experiences described by novice teaching academic staff in baccalaureate nursing education: a focus on mentoring.

As the nursing faculty shortage grows, teaching academic staff (TAS) increasingly fill vacant faculty positions. The TAS have limited employment contracts and are usually master's prepared; although they are well grounded in nursing practice, they often are inadequately prepared and minimally supported in an academic teaching position. No study could be found in which the experiences and mentorship of novice TAS in baccalaureate nursing programs were explored.

In the shelter of each other: Respite Care for Students as a partnership model.

Many of today's nursing students live in the margin of society without family support. When this is compounded by demanding family responsibilities, the personal and academic consequences for students can be harsh. Although numerous student retention strategies have been clearly documented, Respite Care for Students is offered as a unique partnership model to sustain these students' enrollment, provide adequate time for their learning, and enhance their graduation rates.

Art as a scaffolding teaching strategy in baccalaureate nursing education.

Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking.

Fire, wind, earth, and water: raising the education threshold through teacher self-awareness.

The ancient Greeks, as well as current writers, prompt us to examine the self as teacher. Seeing the self as a border crosser is used to reveal both the light-side and shadow-side of self, as metaphorically suggested by fire, wind, earth, and water. Only through teacher self-awareness can respect be used to expand our lives as teachers and enrich students' learning and growth.

All the voices in the room: integrating humanities in nursing education.

Participatory action research was used to link the humanities with a deeper level of teaching and learning. Planning, action, reflection, and evaluation steps were collaboratively implemented by two nurse faculty researchers and five graduate nursing education students in a midsized, comprehensive, public midwestern university. Planning involved a literature review of the use of humanities in nursing education.

International education and reflection: transition of Swedish and American nursing students to authenticity.

Reflection, a process grounded in distancing from the self to enhance self-awareness, can be used as a pedagogic activity to promote students' transition to a greater authenticity and professionalism and, therefore, improve patient care and nursing practice. In this international educational project (implemented in 2001) using interactive videoconferencing technology (IVC), Swedish and U.S.

Using storytelling as an approach to teaching and learning with diverse students.

Storytelling is an approach to teaching and learning that develops from the lived experiences ofteachers, clinicians, and students. This article examines thestorytelling process used to help students explore personal roles and make sense of their lives, and as an approach to help diverse undergraduate students with various learning styles.