AI Article Synopsis
- The urgent need for nursing faculty is highlighted by the rejection of qualified applicants due to a shortage of educators, despite the growing demand for nurses.
- Many PhD nursing programs focus more on research rather than teaching skills, leaving graduates underprepared for educational roles.
- The University of California Irvine's Graduate Fellows program, initiated during the COVID-19 pandemic, successfully supported faculty and enhanced graduate students' pedagogical skills, leading to increased comfort and understanding in their roles as nurse educators.
Article Abstract
Background: The need for faculty to educate prospective nurses is urgent: without sufficient nursing faculty, schools regularly reject qualified applicants, despite an increasing need for nurses. At the same time, many graduate-prepared nurses lack preparation in teaching and pedagogical frameworks.
Problem: Literature on how PhD programs in nursing prepare graduates for teaching indicates that there is typically more emphasis on research than pedagogical learning.
Approach: With the shift to remote learning under the COVID-19 pandemic, the University of California Irvine created a Graduate Fellows program to provide support to faculty while offering graduate students education in pedagogy and remote learning.
Outcomes: Fellows were satisfied and reported increased understanding of challenges in teaching and increasing comfort with nurse faculty roles.
Conclusions: The collaborative efforts of fellows and faculty provided important resources at a critical time, and insights gained can inform similar projects in nursing faculty development.
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| http://dx.doi.org/10.1097/NNE.0000000000000967 | DOI Listing |
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