Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member.

Long-term outcomes of a postbaccalaureate nurse residency program: a pilot study.

Objective: The purpose of this pilot study was to determine what influence a nurse residency program (NRP) has on long-term outcomes including turnover rates, career satisfaction, and leadership development.

Background: Studies examining short-term outcomes of NRPs have shown positive effects. Long-term studies of NRPs have not been reported.

An assessment of students' confidence in performing psychiatric mental health nursing skills: the impact of the clinical practicum experience.

Background: In 2008, the American Psychiatric Nurses Association and the International Society for Psychiatric Nursing jointed developed Psychiatric Mental Health Nursing competencies for BSN students. In the newly created accelerated track of the BSN program, students spend less time than traditional students in psychiatric mental health (PMH) clinical practica.

Objectives: The primary objective was to discover how the PMH practicum experience influences BSN students' perceptions of their confidence in performing PMH clinical skills.