Methods: Computerized searches were conducted in seven data bases: CINAHL, Cochrane Library, Embase, Joanna Briggs Institute, OVID, Medline, and Wiley Online Library. Keywords, phrases and combinations of words used in the search included: nursing faculty orientation, faculty orientation programs, faculty development, faculty development programs, faculty mentoring, new faculty, teaching, scholarship, mentoring, and service. All relevant articles published after 1990 were evaluated. Thirty-two articles were appraised.
Results: While nurse faculty administrators perceive that new faculty receive appropriate orientation, there are variances in orientation programs. The onboarding processes for faculty vary in length, content and comprehensiveness. A formalized faculty orientation program provides a structure to successfully integrate new nursing faculty members into the academic setting. An effective orientation program includes formal preparation for teaching, guidance navigating the academic culture, and a structured mentoring approach. New faculty orientation should begin before the start of classes and continue throughout the first year. Formal preparation to teach is ongoing and may be provided through workshops and on-line courses. These educational opportunities bridge the gap between clinical practice and academia. Navigating the academic culture focuses on opportunities and expectations for research, grants, publications, and other scholarly activities. In addition, the expectations of service to the university, college, and nursing community are addressed. A structured mentoring approach creates faculty-mentor dyads, sets goals, and establishes regular meetings to assist with socialization and faculty integration into academic life. Mentoring is facilitated by organizational support, formal structure, and defined goals. Mentoring is hindered by lack of mentor time and mentee insecurity in seeking a mentor. Over time, a faculty member may elect to establish relationships with additional mentors, either formally or informally. A self-assessment and checklist may assist the new faculty member and mentor to track progress.
Conclusion: The transition into academia from clinical practice is challenging for new nursing faculty. This is compounded by a perceived lack of structure, inadequate orientation, and lack of support during the transition. A formal orientation to the academic setting is essential in assisting nurse faculty through the transition from clinical expert to novice educator. An effective orientation program integrates a structured mentoring program. Addressing the needs of new faculty may result in improved nurse faculty satisfaction, productivity, retention and better student outcomes.