Career resilience provided a frame for understanding how Licensed Nursing Facility Administrators (LNFAs) sustain role performance and even thrive in stressful skilled nursing facility work environments. Quantitative and qualitative analyses of in-depth interviews with18 LNFAs, averaging 24 years of experience were conducted by a five-member research team. Analysis was informed by evidence-based frameworks for career resilience in the health professions as well as the National Association of Long-Term Care Administrator Boards' (NAB) five domains of competent administrative practice. Findings included six sources of work stressors and six sources of professional satisfaction. Also, participants identified seven strategic principles and 10 administrative practices for addressing major sources of stress. Recommendations are provided for research and evidence-based application of the career resilience perspective to LNFA practice aimed at reducing role abandonment and energizing the delivery of the quality of care that each resident deserves.

Abstract. BACKGROUND:The unique work of faculty-in-residence (FIRs) is premised on a substantial amount of research, which demonstrates that faculty-student engagement benefits students positively. Still, there is a dearth of literature that focuses on FIR work. In particular, there is no published research on the historical context for FIRs and no published research that provides an overarching analysis of literature germane to FIR work. OBJECTIVE: The objective of this article is to fill these gaps in the research literature by producing a historical study of FIR work and a review of research about FIR work. METHODS: Qualitative methods were used for this study; namely, the authors employed both historical research methods and a literature review. RESULTS: This study is the first of its kind to trace the history of FIR work and to provide an overarching analysis of the limited literature on this topic. CONCLUSIONS: By filling in the gaps in the research literature and describing the current state of FIR work, this study contributes to a research base for future, iterative studies of FIR work. This study also offers a discussion of future directions for both the research and practice of FIR work on college campuses.

This chapter highlights emerging research and implications for service‐learning and moral development. Sections explore questions and considerations, including a reflective planning tool for increasing moral growth opportunities within postsecondary service‐learning environments.