A Technology-Driven Nursing Faculty Resource Center

Hasson, Catherine; Cornelius, Fran; Suplee, Patricia Dunphy

doi:10.1097/01.nne.0000299490.15496.c0

Cited by 2 publications

(2 citation statements)

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“…Faculty teaching in schools of nursing need to have more faculty development programs to use these technologies to enhance teaching in schools of nursing. An on-line resource center for nursing faculty is a strategy that has been proposed by Hasson, Cornelius, and Suplee (2008) to improve understanding of discussion boards, video tutorials, technology tutorials, continuing education, template location, and additional university resources. This center is easily accessed through Blackboard technology or other on-line learning platforms.…”

Section: Strategies To Increase the Number Of Qualified Nursing Facultymentioning

confidence: 99%

“…This model can be duplicated at other schools of nursing. Hasson, Cornelius, and Suplee (2008) state that "[t]echnology-driven resource models can provide institutions with a cost-effective system that will aid in quality assurance and continued professional development of their faculty for years to come" (p. 24).…”

Section: Strategies To Increase the Number Of Qualified Nursing Facultymentioning

confidence: 99%

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Examining Nursing Schools' Strategies for Recruitment and Retention of Nursing Faculty: An Exploratory Study

Lamm¹

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The purpose of this qualitative dissertation study was to examine the types of strategies that academic leaders utilized to address nursing faculty recruitment and retention in various universities. Four research questions were formulated, focusing on current strategies used to recruit and retain nursing faculty, the effectiveness of those strategies, external partnerships utilized, and reasons behind lack of recruitment and retention of nursing faculty. A pilot study and two case studies were conducted, in which nursing administrators and nursing faculty completed a demographic questionnaire and were interviewed using a nursing administrator interview protocol and a nursing faculty interview protocol. Participants at both case study institutions explained that low salary and high workload were the most significant factors in the lack of recruitment and retention of nursing faculty. Moreover, these individuals observed that if schools of nursing wish to increase recruitment and retention efforts, these factors should be modified. These findings were consistent with the literature. Recommendations for future practice and research were made. Further research should be conducted on the interrelationship of salary and workload with recruitment and retention of nursing faculty. Dedication I would like to dedicate this dissertation to my daughter, Elizabeth Ellen Lamm, Esq., and my parents, Dr. George Overton Himmelwright and Mrs. Naomi Lashley Himmelwright. Beth has been so supportive, has helped me, and has given me guidance, but most of all has believed in me. My parents encouraged me since I was a small child to get an education and go on with the next degree. My father told me when I was about 10 years old that he wanted me to get a doctorate to be able to be a faculty member or hospital administrator. My father passed away in 2005, but he has been with me throughout my life and career. My mother has been supportive, encouraging, and very consistent. Nothing made my parents happier than one of their children or grandchildren receiving a new degree. My mother believed in consistency and perseverance and has remained constant throughout this dissertation. Without Beth and my parents, I would not have made it through the eight-year process of my doctorate education. v Table of Contents

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Section: Strategies To Increase the Number Of Qualified Nursing Facultymentioning

confidence: 99%

Section: Strategies To Increase the Number Of Qualified Nursing Facultymentioning

confidence: 99%

Examining Nursing Schools' Strategies for Recruitment and Retention of Nursing Faculty: An Exploratory Study

Lamm¹

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Fostering a Smooth Transition to the Faculty Role

Suplee¹,

Gardner²

2009

J Contin Educ Nurs

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Both new and experienced nursing faculty across the United States are struggling to meet the individual needs of an increasingly diverse and growing population of nursing students, while simultaneously attempting to balance the research, scholarship, and stewardship requirements of their institutions. Faculty development is part of the professional career journey, and involves mentorship, guidance, and more formal educational experiences. One university's faculty development program is described and addresses the role of mentors and administrators in the faculty development process, the recognized need for continued development and partnering opportunities, and outcome data from two cohorts of new nursing faculty.

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A Technology-Driven Nursing Faculty Resource Center

Abstract: With the overwhelming need to recruit and retain more nursing faculty, providing faculty development is imperative. The authors discuss the design, implementation, and evaluation of a virtual Nursing Faculty Resource Center, allowing easy replication in other nursing institutions.

Cited by 2 publications

References 3 publications

Examining Nursing Schools' Strategies for Recruitment and Retention of Nursing Faculty: An Exploratory Study

Examining Nursing Schools' Strategies for Recruitment and Retention of Nursing Faculty: An Exploratory Study

Fostering a Smooth Transition to the Faculty Role

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