Poster Presentation
Friday, 21 July 2006
10:00 AM - 10:30 AM
Friday, 21 July 2006
3:00 PM - 3:30 PM
This presentation is part of : Poster Presentations III
Assessing the Learning Needs of Novice Nurse Faculty
Gail K. Baumlein, PhD, RN, CNS, Kathleen Lennon, PhD, RN, CNS, and Nancy Rowe, PhD, RN, CNS. College of Nursing, Mount Carmel College of Nursing, Columbus, OH, USA
Learning Objective #1: describe the priority learning needs of novice nurse faculty.
Learning Objective #2: discuss the development of a mentoring program for novice faculty.
        In the face of the current nursing faculty shortage, colleges have had to recruit nursing faculty who hold graduate degrees in clinical specialties, but who may have no academic teaching experience.  This presents an educational dilemma to new faculty expected to enter academia with teaching skills and the ability to meet expectations associated with faculty positions and tenure requirements.        The purpose of this descriptive study is to assess and prioritize the professional development needs of novice nurse faculty members. A pilot study was conducted with ten novice nurse educators during their first two years in a faculty role. Preliminary qualitative and quantitative data were collected using the Assessment of Faculty Learning Needs survey instrument that addresses faculty competencies and tasks related to: (1) Student Learning; (2) Teaching Strategies; (3) Assessment and Evaluation Strategies; (4) Curriculum Design and Program Outcomes; and (5) Role of the Nurse Educator.          Results from the survey delineated the most pressing professional development needs of the novice educators. These prioritized learning needs were used to design an individualized mentoring program.        Findings of the pilot study will be further analyzed in May, 2005. Information gleaned in this study will be helpful for all colleges of nursing experiencing an influx of nurse educators who are clinically proficient but who are new to the educator role. This presentation will include the survey instrument, results of the study, as well as information for developing an effective, individualized novice faculty mentoring program.

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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)