Strategic faculty recruitment and development in a research-intensive school of nursing: A case for a mission-driven, human-centered approach.

Letter to the editor

Diffusing QSEN Competencies Across Schools of Nursing: The AACN/RWJF Faculty Development Institutes

(1) Ebaa Felemban, MNurs, BscNurs, RN: Doctoral Candidate, School of Nursing and Midwifery, Monash University; Lecturer, Faculty of Nursing, Taif University, Taif, Saudi Arabia (2) Professor Margaret O’Connor, AM, DN(La Trobe), MN (RMIT), B.Theol (MCD), Dip. Editing and Publishing, RN, FRCNA, MAICD. School of Nursing & Midwifery Monash University (3) Professor Lisa McKenna, PhD (Deakin), MEdSt (Monash), GradDip Health Admin & InfoSys (CQU), BEdSt (Monash), RN, RM. Head of Campus (Clayton), Director of Academic Programs (International), Faculty of Medicine, Nursing and Health Sciences.

The faculty shortage in nursing: Global implications

The article examines the conceptual principles of strategic development of enterprises in the conditions of the formation of Industry 5.0. Industry 5.0 is the next stage of industrial development, which combines the achievements of the fourth industrial revolution with human-centered, stable, and sustainable principles. The main challenge for enterprises is a harmonious combination of technological innovations and socio-economic needs. The study’s relevance is determined by the need for enterprises to adapt to new conditions dictated by the emergence of Industry 5.0. Traditional approaches to strategic development are losing their effectiveness in today’s digital transformation, intelligent automation, and a human-centric approach. In this connection, there is a need for new approaches to the strategic development of enterprises. The main challenges and opportunities facing modern enterprises in the context of digital transformation, intelligent automation, and a human-centric approach have been identified. The key directions of forming enterprise development strategies, which are based on sustainable development, innovation, and adaptability principles, are substantiated. A strategic management model that considers the synergy of technological innovations and socio-economic factors is proposed. The emergence of Industry 5.0 requires enterprises to adopt new approaches to strategic management focused on the synergy of technological progress, social responsibility, and sustainable development. Successful enterprises of the future will be those that can respond flexibly to challenges, effectively integrate digital technologies, and create value for society. The study’s results indicate that enterprises’ strategic development in Industry 5.0 should be based on integrating digital technologies, adaptive management, and orientation towards sustainable development. The proposed management model allows enterprises to increase work efficiency, ensure competitive advantages, and adapt to changes in the external environment. It is recommended that enterprises intensify investments in digitization, develop personnel potential in high technologies, and use analytical tools to monitor strategic development. Keywords: Industry 5.0, strategic development, digital transformation, sustainable development, innovation, entrepreneurship, enterprise management, strategic development management, enterprise.

A school of nursing and the inaugural dean: A descriptive case study.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Constraints that nursing program administrators encounter in promoting faculty change and development.

How will nursing be affected by health care reform?

University of Wisconsin School of Medicine and Public Health.

An eye toward a more inclusive future

Benchmarking and gap analysis of faculty mentorship priorities and how well they are met

Objective To explore the research hotspots and frontiers of nursing faculty in China and the United States from 2009 to 2018, and to predict the development trend of related research on nursing faculty in China in the future. Methods Using Citespace, the literatures published on Web of Science core collection and China National Knowledge Internet(CNKI)from 2009 to 2018 were analyzed visually since 2019, and the knowledge map of keyword co-occurrence of nursing faculty in China and the United States from 2009 to 2018 was displayed. Results A total of 2 817 American literature and 1 478 Chinese literature were extracted; the number of American teaching research literatures on nursing teachers increased year by year from 2009 to 2018, while that of China declined; the research hotspots on nursing faculty in the United States mainly focused on faculty's evidence-based knowledge, faculty development, faculty's own conditions, and the research frontiers were interprofessional education, transition and incivility behavior; the research hotspots in China were faculty's types and levels, faculty training, faculty teaching situation research, research frontier for nursing faculty were standardized patients, higher vocational and competency. Conclusions The future research direction of our country should focus on the effect of applying scientific and technological means to nursing faculty, incivility behavior between faculty and students, and the integration of evidence-based knowledge and classroom teaching. Key words: Nursing faculty; Knowledge mapping; Bibliometrics; Visualization analysis; China; America

The editorial "School nursing research and research implementation priorities," highlights how the National Association of School Nurses (NASN) research priorities are crucial to moving school nursing and school health research forward. In this editorial we echo the importance of school nurses reading and understanding published articles in The Journal of School Nursing and contributing to research that informs school nursing practice. Each of the NASNs research priorities is vital to the science supporting school nursing practice. We encourage school nurses and researchers, and implementation scientists to partner to contribute school nursing evidence that guides the specialties' practice and informs policy to positively impact student health and education outcomes.

The purpose of this study was to identify a substantive theory to explain and predict interpersonal conflict as it is experienced by nursing faculty. Gaining an understanding of this process may assist faculty and administrators of nursing education programs in dealing with interpersonal conflict in more constructive and helpful ways. It may also provide the basis for further development of formal theory and the potential for theory testing. The grounded theory method described by Glaser and Strauss (1967) and Glaser (1978) guided data collection and analysis. The sample was comprised of 18 full-time nursing faculty members from the field site and five other schools of nursing. Data were collected over the course of an academic semester using methods common to field research. The constant comparative method to data analysis was used. As the process evolved it was taken back to informants for further verification and validation of its accuracy. Nursing faculty respond to conflict using four response patterns that are selected based on a careful risk/benefit analysis of the interpersonal dynamics of the situation. The four-stage process of experiencing, making sense, responding, and working through conflict was carried out within the context of the basic social process, self-preserving. Surviving conflict over the long term is viewed as a growth process that includes the learning of behaviors that are self-preserving. The implications of this study are that it provides a basis for further theory development related to how people experience interpersonal conflict. It describes the process used by nursing faculty when interpersonal conflict occurs and identifies interpersonal conflict as a stressful component of the work environment for faculty. Further, it identifies low self-esteem as a possible factor in the development of conflict and in the way it is worked through.