Methods: A carefully scaffolded, multi-campus curriculum was created and implemented for pre-licensure nursing students. When faculty employ scaffolding, they support the student towards their potential understanding, and when teachers begin to decrease their support, the responsibility for learning transfers to the learners (Pol, Volman, Oort, & Beishuizen, 2015). The curriculum tightly incorporates a seamless, cross-semester transition of student skills, knowledge, and understanding which fosters the development of critical thinking and clinical judgment needed for safe transition to practice. Nurse faculty think beyond the confines of the classroom to develop innovative and creative learning opportunities for students (Yancey, 2018). Cross-campus faculty collaboration and communication focus on creating interactive and engaging student experiences that include carefully formulated skills labs, high fidelity simulations, and multi-course formative and summative evaluations. These simulation-based experiences are designed to prepare students with the knowledge and skills necessary to adequately transition into practice (Peres, Marin, Tonhom, & Marques, 2018). Additionally, a key component for success is building a supportive and caring relationship with students. This program utilizes faculty in a retention role to foster both student success and healthy learning experiences.
Results: Using a scaffolding approach led to a 100% Fall 2018 first-time NCLEX pass rate for a cohort consisting of 126 students. Monthly level meetings resulted in 95% inter-rater reliability in formative and summative evaluations. Frequent, synchronized, technology-enhanced formal and informal faculty team meetings have also improved collaboration and faculty satisfaction. Meetings include end-of-semester faculty hand-offs to provide a transition in student learning. This collaboration aligns with our program values to “seek transparency through open communication, respect, and clarity” (TTUHSC SON, 2019). A faculty attrition rate of less than 2% can be attributed to a positive, satisfying work environment that encompasses teamwork, trust, and compassion which aligns with Domain 5: Communication, Collaboration, and Partnership from the World Health Organization (WHO) (WHO, 2016). Additionally, dynamic interactions between retention faculty, course facilitators, and students create individualized student learning plans, resulting in low attrition rates and increased on-time graduation rates.
Conclusion: A faculty cornerstone for effective professional development and learning environments include engagement, connectedness, and climate (Barton, 2018). Nurse educators are called to implement transformative and ground-breaking teaching and learning strategies grounded in evidence-based practice (Kalb, 2015). General Education Competencies, on-time graduation rates, low student and faculty attrition rates, and first-time NCLEX pass rates further validate the quality of the program.