How Nurse Faculty in Saudi Arabia View Their Competencies in All Aspects of the Faculty Role: A Descriptive Study.

ABSTRACT: This study used a quantitative descriptive survey with a sample of 92 participants to assess perceived nurse faculty competency in their role at Saudi Arabian universities. Participants' perceptions overall were highly positive in the areas of teaching, scholarship, and service competencies. Participants reported less competence in the areas of scholarship and service when they started in their role. Orientation and a mentor relationship with senior faculty were reported to aid in their transition to the faculty role. The findings of the study identify strategies to support the new nurse educator.

Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision.

One way of promoting student success in a nursing program is through curricular revision. However, significant curricular revision coupled with a simultaneous move to active learning strategies can have an impact on the educational and emotional well-being of students. This descriptive correlational study examined student stress, engagement, and self-directed learning in a convenience sample of junior-level nursing students (N = 164) after a transition to a new curriculum and active learning methods. The researchers identified moderate stress levels in students, which affected both classroom engagement and self-directed learning. Select demographic variables also impacted study outcome variables. The findings of this study highlight the need for interventions to promote stress reduction and self-care for students. Faculty and curriculum committees must remain vigilant when restructuring the curriculum ladder to decrease the academic burden on already stressed students. [J Nurs Educ. 2021;60(10):566-569.].