Faculty Role Research Articles

A Scoping Review of Nurse Educator Competencies: Mind the Gap.

Unclear guidance continues faculty role preparation for promoting students' successful transition to practice. To examine nurse educator competencies and their role in students' transition to practice. This study utilized Arksey and O'Malley's methodological framework for conducting a scoping review. The review is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR), including the PRISMA-ScR checklist. A comprehensive systematic search of MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for nurse educator competency. For the original search, no limitations were placed on dates. Two authors independently assessed eligibility via abstract review. The reference lists of the included studies were also examined. Eleven articles were included in the review dating from 1992 to 2021. Three themes in the literature were identified by the authors: (1) the need for appropriate mentorship, (2) lack of preparation of educators who transition directly from clinical practice, and (3) lack of use and/or vague operationalization of the National League for Nursing nurse educator competencies. Evidence regarding requisite competencies of nurse educators is limited. Further research on the competencies required for nurse educators to facilitate successful student transitions to practice is needed.

Experiences of Racial Discrimination among STEM Majors: The Role of Faculty

This study extends previous research on student–faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student–faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was positively linked with GPA and academic satisfaction. Findings highlight the importance of positive student–faculty interaction for the retention of diverse students in STEM.

Mediating effects of ageism and knowledge on the relationship between contact with older adults and attitudes toward older adults' sexuality among nursing students

BackgroundHealthcare professionals often ignore sexuality in aging and avoid discussing related topics, especially in China. Nursing students, as future professionals, can address the sexuality of older adults encountered in clinical practice by establishing positive attitudes toward aging sexuality. Previous studies have demonstrated that contact has positive impacts on nursing students' attitudes toward aging sexuality. However, little is known about the mechanism underlying this relationship between contact and attitudes. ObjectivesTo explore the mediating effects of ageism and knowledge on the relationship between contact and nursing students' attitudes toward aging sexuality. DesignThis was a cross-sectional study. SettingsThe study was conducted at a nursing school in Hefei city, China. Participants and methods614 nursing students completed online-administered questionnaires measuring the level of contact with older adults, ageism, knowledge, and attitudes toward aging sexuality. Data were analyzed using SPSS and AMOS. ResultsThe mean scores for knowledge and attitudes toward aging sexuality were 85.70 (SD = 16.39) and 104.91 (SD = 14.88), respectively. Overall, our findings confirmed that these hypotheses were accepted. Ageism (β = −0.079, P = 0.007) and knowledge (β = −0.070, P < 0.001) mediated the relationship between contact and attitude. ConclusionGiven the mediating role of ageism and knowledge in the relationship between contact and attitude, reducing ageism and enhancing knowledge are vital to changing students' attitudes, including integrating ageism and aging sexuality knowledge learning into the nursing curriculum and creating opportunities for contact with older adults. The frequency and quality of contact between nursing students and older adults can be improved by rationalizing the internship duration, tasks, and assessment objectives of placements on geriatric wards and by the role of clinical faculty role models in cultivating positive attitudes toward aging sexuality.

Implementation and Utilization of a Web-Based Departmental Annual Faculty Review Program.

Supporting faculty in their professional development is a central mission of academic medical centers (AMCs), assisted by routine assessment of faculty development. However, AMCs face barriers to standard faculty assessment, particularly among large departments with diverse faculty roles. We report on the development, implementation, and utilization of a standardized, web-based faculty annual career review (FACR) process deployed within the Department of Medicine at a large AMC, composed of 22 divisions and 1400 faculty. The FACR process was developed to achieve the following goals: Creation of a trackable review of professional goals and barriers to professional development; provide longitudinal faculty reflection on professional growth; and provide data to identify faculty development needs to target initiatives. The FACR was initiated in 2008. We provide specific case examples of utilization of the FACR data for targeted faculty development initiatives, including (1) division benchmarking; (2) targeting career opportunities to individual faculty members; and (3) longitudinal data analysis of 5-year trends of FACR response, including subanalysis by gender, to target faculty development initiatives across the DOM. In summary, we demonstrate successful development, implementation, and utilization of a web-based standard faculty annual review program within a large AMC that allows for systematic evaluation and reflection of professional development by faculty members and their supervisors and allows for data collection and analysis to help target faculty development initiatives.

Crushing each other with gossip in nursing academia: Sophisticated communication or a symptom of dysfunction?

This paper will explore the faculty role within the Canadian higher education workplace related to the phenomenon of gossip and reflect on ways to stop this unhealthy social communication tradition. Failure to address gossip, a form of bullying, in academia contributes to irreversible damage to a person’s career and character. Sadly, faculty in nursing and the nursing profession are champions of this unprofessional behaviour. Navigating through a workplace environment tainted with gossip is a skill faculty must work on to prevent unfortunate consequences. The impacts of gossip must be recognized and handled responsibly. It is never too late to reflect on our communication practices and the potential impact on our workplace environment, including role modelling the nursing culture on learners.

Nursing Journal Club as a Tool to Facilitate Evidence-Based Practice: Participant’s Feedback

"Background and aim: Nursing journal clubs have a proven value in nursing education and continuing education, which has expanded widely in the promotion of evidence-based clinical care in recent years. This study aimed to evaluate the clinical nursing journal clubs from the viewpoints of nurses. Methods: This descriptive study was conducted from July 2019- October 2020. This study was conducted in two phases, consisting of designing the format and flowchart and implementing nursing journal clubs and the second phase was evaluation. Results: Format and executive flowchart prepared by the research team and reviewed and approved in the group. In terms of evaluation, minimum (33) and maximum (165) scores with a mean± SD total score of 123.49 ± 19.91 calculated for nursing journal clubs indicate an optimum quality. Conclusions: The qualities of nursing journal clubs were evaluated to be favorable. Accordingly, authorities and planners should consider appropriate actions to facilitate Nursing journal clubs, such as credit points in rank promotion for faculty members, and inclusive in continuing education privileges for nurses, to adapt these activities to the roles of the clinical faculty and the benefits of this educational method in nursing. "

The Chair's Role in Assurance of Learning

The Chair's Role in Assurance of Learning

The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict.

This study examines the impact of emotional exhaustion on faculty role conflict as a source of stress that leads to turnover intention, which is considered to be an undesirable organizational behavior. Drawing on conservation of resources and job-demand theories, the study investigates the moderating effect of workplace relational conflict on the relationships between role conflict among faculty members and both emotional exhaustion and turnover intention. Cross-sectional survey data were collected from 321 faculty members employed in 58 Saudi universities and institutions of higher education. Structural equation modeling revealed that emotional exhaustion mediates the significant positive relationship between faculty members' role conflict and their turnover intention and that these mediating effects are enhanced by the moderating effect of workplace relational conflict on the significant positive relationship between emotional exhaustion and turnover intention. Unexpectedly, the moderating effect of workplace relational conflict on the relationship between role conflict and emotional exhaustion was not supported by the results. The study concludes by highlighting several theoretical and practical implications and providing suggestions for future research.

Preliminary development and validation of a peer mentoring needs assessment scale for novice nurse faculty

Mentoring is a vital tool in increasing job satisfaction and promoting retention of novice nurse faculty. The aim of this study is to establish the construct validity and internal consistency of a new Novice Faculty Confidence Scale for use in the mentoring of novice nurse faculty. This cross-sectional study was performed at an undergraduate nursing program in the Midwest. The Novice Faculty Confidence Scale was evaluated by six experienced faculty (at least 5 years of experience in the faculty role). Twenty-five items within the four domains of the nurse faculty role (teaching, service, scholarship, and personal support) were identified that could be positively impacted by a peer mentoring program. The items were rated for relevance by the experienced faculty members to establish content validity and internal consistency. The reliability was analyzed for internal consistency and validity was examined for construct validity of the items and the scale as a whole. The Novice Faculty Confidence Scale was found to have high construct validity and internal consistency. The item construct validity indices ranged from 0.5 to 1, producing a scale construct validity index/average of 0.85. Removing the items with an item construct validity index under 0.78 increased the scale construct validity index/average to 0.92 with a Cronbach's alpha of 0.95. This scale is a valid way to identify novice faculty mentoring needs related to the mentee's confidence in teaching, service, scholarship, and personal support.

Expanding Nursing Faculty Development Through a Fitness Initiative

Background: Prioritizing fitness in the workplace can aid in promoting a more contemporary view of faculty development. As a result, a workplace fitness initiative was developed in a Southern college of nursing to address the physical activity of faculty and staff during work hours and to promote a more contemporary view of faculty development. Aim: This study examined perceptions of the fitness initiative and explored opportunities for improvement. Methods: Faculty and staff completed a survey about the fitness initiative including perceptions of workplace fitness, motivation to join, most enjoyable aspects of the fitness initiative, and opportunities for improvement. Data were analyzed using descriptive statistics, and qualitative responses were coded and analyzed using thematic content analysis. Results: One hundred percent of survey respondents (n = 35) believed in the importance of workplace fitness. Four themes were identified related to the perception of workplace fitness: workplace fitness can increase self-reported movement and productivity and support personal goals. Survey respondents also appreciated the comradery, connection, and team-building that the initiative created. However, time was a barrier to engagement. Conclusion: As nurses are urged to model health-promoting behaviors, a college fitness initiative should be considered for encouraging and normalizing workplace fitness and promoting a more contemporary view of faculty development that focuses on factors outside the traditional faculty role. Our fitness initiative demonstrated that such programs are feasible, well-accepted, promote fitness in physical or virtual workplaces, and help to build connection and comradery among faculty and staff.

The Role of University Faculty in Degree Program Sustainability: An Experienced-Based Framework

This study focused on the specific role of faculty in the sustainability of degree programs in Bukidnon State University and developed an experience-based framework. It was found that the implementation of flexible teaching within a class dictates an adjustment of the instructors’ role. Such adjustment requires the instructors to possess knowledge not just as an educator but to be versatile person. A good teacher in instruction implies many activities and performs to ensure that all the learners receive quality instruction. It was found that the faculty could be a resource provider, instructional and curriculum specialist, project coordinator, to name a few. It is concluded that the contribution of the faculty is the most critical success factor in the program's sustainability and development.

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

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

Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education

Purpose These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. Method A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era. Results Thirteen new roles were identified. The faculty-specific roles were: National Leader/Facilitator in CBME; Institutional/University lead for CBME; Assessment Process & Systems Designer; Local CBME Leads; CBME-specific Faculty Developers or Trainers; Competence Committee Chair; Competence Committee Faculty Member; Faculty Academic Coach/Advisor or Support Person; Frontline Assessor; Frontline Coach. The staff-specific roles were: Information Technology Lead; CBME Analytics/Data Support; Competence Committee Administrative Assistant. Conclusions The authors present a new set of faculty and staff roles that are relevant to the CBME context. While some of these new roles may be incorporated into existing roles, it may be prudent to examine how best to ensure that all of them are supported within all CBME contexts in some manner.

Fostering a diverse and inclusive American Chemical Society

Elevating the voices of and including people of color is essential for advancing science, technology, engineering, and mathematics (STEM), particularly for people of races and ethnicities that are underrepresented in US academic institutions. The National Science Foundation defines these races as Black, Hispanic, Latino, and Indigenous peoples, and there are valid arguments to also include Southeast Asian people as underrepresented. US higher education has a lack of racial and ethnic diversity, with less than 15% in faculty roles as of 2020. Chemistry departments in the US have even less representation, with only 5.4% of Black, Hispanic, Latino, and Indigenous faculty members as of 2018. The Committee on Minority Affairs (CMA) was established in 1993 by the American Chemical Society to address the racial and ethnic underrepresentation in ACS membership. The most recently updated vision of CMA is to “diversify chemistry through the transforming power of inclusion and equity.” CMA’s mission

Implementing pathways to anesthesiology: Promoting diversity, equity, inclusion, and success.

Implementing pathways to anesthesiology: Promoting diversity, equity, inclusion, and success.

Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory.

The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty. Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development. Little is known about the process of mentoring relationships and the transition among novice nurse faculty into academia. Grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from US nursing programs. The theoretical framework Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty. Participants created mentorship pathways to navigate academia by acquiring knowledge, meeting expectations, and functioning in the faculty role.

Prosocial modelling matters: the association between parent and faculty involvement in fighting COVID-19 with medical students’ career commitment

Background Role models are essential in medical education, yet empirical research is relatively insufficient on the influence of prosocial modelling on medical students’ career commitment. The prosocial behaviour of medical staff involved in the fight against the novel coronavirus disease 2019 (COVID-19) at the beginning of 2020 presents an opportunity to fill the research gap. We explored and compared the different associations of the two most important role models for medical students – parents and faculty- with medical students’ career commitment. Methods The cross-sectional study was conducted with 99,559 undergraduate students majoring in clinical medicine in mainland China. Questions were asked to collect information about participants in the battle against COVID-19, medical students’ determination to practice medicine after graduation, as well as students’ socio-demographic characteristics. Chi-square tests and hierarchical regressions were performed to examine the associations between parent and faculty involvement and students’ career commitment. Results The results showed statistically significant associations between prosocial modelling during the COVID-19 pandemic in China and students’ intention to pursue medical careers. The association of faculty involvement (OR = 1.165, p < .001) with students’ career commitment was greater than that of parents (OR = 0.970, p > .05). For faculty involvement, the association was stronger among male students (OR = 1.323, p < .001) and students who were already determined to be doctors (OR = 1.219, p < .001) before the pandemic. Conclusions Our study provides new evidence on the potential roles of parents and faculty in shaping medical students’ career commitment. Encouraging faculty to act as positive role models could help medical students increase their intention to become doctors. KEY MESSAGES Prosocial modelling could enhance students’ intention to pursue medical careers. The association of prosocial behaviour of faculty is larger than that of parents on medical students. Those who have prior medical career commitment are much more likely to persist in the medical profession, and prosocial modelling of faculty is positively associated with their medical career commitment.

Reflecting on Two Years of Pandemic: What Should We Keep and What Should We Leave behind?

In Short The pandemic helped to reveal issues campuses should address, including inequities (e.g., lack of support for nontenure-track faculty) that campuses may not be focusing on due to being reactive to the crisis. Reflection on how the last 2 years shaped campuses can lead to campuses learning that they can change patterns of inequity that the pandemic revealed. Key areas of consideration include the value of faculty roles; importance of professional development; expanding responsibility for diversity, equity, and inclusion work to more groups on campus; increasing hybrid work; enhancing online learning and student support; addressing mental health issues; and attending to the emotional labor burden of faculty and staff of color.

Creating an inclusive community for BIPOC faculty: women of color in academia.

Institutions of higher education are increasingly diverse with more women and people of color hired, but there remains much work to be done to ensure that underrepresented faculty feel supported in their careers, evaluated fairly for tenure and/or promotion, and made to feel appreciated and valued in their institutions. This perspective paper will review how interpersonal and institutional prejudice disadvantage women of color in academia in aspects of their professional responsibilities including teaching, mentoring students, research, and service. The combination of these challenges explains why women of color are not rewarded in the same way and do not advance as quickly in their academic careers compared to white men. After considering the subtle and direct ways that biases cause harm to women of color, we present recommendations to better support women of color in faculty roles with the goal of combating prejudice pertaining to both racial/ethnic and gender biases.

Perspectives of Educational Technology Teacher Educators: Mavericks, Champions, or Change Agents?

Teacher education programs struggle to infuse educational technology (edtec) throughout the curriculum. Edtec faculty can play several roles within the programmatic design of teacher education programs. The purpose of this study was to explore edtec faculty perspectives of technology infusion efforts within their preparation programs. Q methodology research design and factor analysis were used to examine data from Q sorts completed exclusively by edtec faculty members (N = 16). A Q set of 44 statements was used to explore their perspectives on value of technology for teaching and learning, confidence levels, educator preparation program design, and leadership support. Results revealed participants’ strong beliefs in the value of technology for teaching and learning, and their confidence in modeling technology integration. Participants loaded on two factors demonstrating that some held a broader view of educator preparation at their institutions and were more critical of programmatic structures and leadership support for candidate development. A question remains about the role of edtec faculty as they negotiate various opportunities and expectations within teacher education.