ABSTRACT
Bedside nurses are assuming the faculty role without the necessary skill set to meet their role's rigorous expectations. The researchers sought to explore the lived experiences of early-career nursing faculty and what it feels to be unprepared to teach. A qualitative research design using semi-structured interviews served as the primary data collection method. The purposive sample consisted of nine graduate-prepared early-career nursing faculty with less than five years' experience teaching who felt unprepared for the faculty role. Four themes emerged from the data: (1) balance between theory and practice; (2) socialization to the role; (3) real-world experience; and (4) ownership for ongoing learning. The findings bring transparency for nurse faculty to assess the educational and transitional process outcomes from early-career nursing faculties' perspectives.
Subject(s)
Faculty, Nursing , Learning , Humans , Qualitative Research , SocializationABSTRACT
To what extent are nurses willing to learn with technology-enhanced tools, such as online education, podcasts, webcasts, mobile learning, and realistic simulations? What factors influence their willingness? This article includes a description of a mixed methodology study that addressed these questions. Nurses of all ages indicated a willingness to learn with a variety of technological tools. Primary determinants of willingness were associated with ease of use, familiarity, convenience, and perceived benefit.
Subject(s)
Attitude of Health Personnel , Attitude to Computers , Learning , Medical Laboratory Science/statistics & numerical data , Nurses/psychology , Teaching/methods , Clinical Competence , Data Collection , Education, Nursing, Continuing , Health Knowledge, Attitudes, Practice , Humans , Medical Laboratory Science/trends , Personal Satisfaction , Qualitative Research , Staff Development , Statistics as Topic , Surveys and Questionnaires , United StatesABSTRACT
The trend toward providing evidence-based education has emerged in part from the precedent set by the evidence-based practice movement in medicine. Historically, the medical model specified that evidence should be informed by experimental research. However, more contemporary models draw on a variety of evidence to determine best practices. Quantitative, qualitative, and mixed-methods designs, as well as the incorporation of professional expertise, are recognized as acceptable approaches to interpreting evidence in the educational arena. This article describes an integrated level of evidence model to assist educators in identifying the best evidence to inform teaching and learning practices.
Subject(s)
Education, Nursing, Continuing/trends , Evidence-Based Nursing/trends , Models, Nursing , Nursing Methodology Research/trends , HumansABSTRACT
ADVANCES IN TECHNOLOGY HAVE expanded the educational tools and learning options available to today's nurses. Among these technologically enhanced tools and strategies are online learning, podcasts, vodcasts, webcasts, webinars, discussion forums, mobile learning, realistic simulations, and others. What exactly are these options? Which ones are the most effective? This is the first topic we will address in a new column on educational strategies in the NICU, a column designed to familiarize NICU nurse educators, clinical nurse specialists, managers, and preceptors with innovative and evidenced-based teaching strategies that promote optimal learning among NICU nurses. The purpose of this first column is to provide an introduction to innovative teaching tools and strategies-some technologically enhanced, some not-including such nontechnological interactive educational activities as problem-based learning, games, and concept maps. Future columns will discuss many of these strategies in more detail.