Formalized New-Faculty Orientation Programs

Abstract

Formalized new-faculty orientation programs are not a luxury but rather a crucial necessity to recruit and retain competent and qualified faculty. The author describes the contents of what might be contained in such a program. Specific educational purposes and their link to mission, vision, and values are discussed. Selection of topics and objectives will also be explored, along with learning experiences, program organization, and outcome evaluation.

Casualisation of the teaching workforce: Implications for nursing education

“…The sink or swim image conjured by Anderson (2008) is reflective of previous research that indicates support for sessional staff is less than optimal (Joiner & Bakalis, 2006;Kimber, 2003). Hand (2008) presents a framework for a formal orientation program for new academics that was developed in the USA. Hand (2008) acknowledges that many clinical nurses may have difficulty adapting to an academic role, recognising that clinicians, despite their level of clinical competency, may not necessarily be equipped with the knowledge or skills for classroom teaching.…”

“…Most of the published literature that does exist in this area relates to staff involved in clinical practicum (de Guzman et al, 2007;Dickson, Walker, & Bourgeois, 2006;Duffy, Stuart, & Smith, 2008;Kelly, 2007;Williams, 1999), rather than the delivery of on-campus components of the curriculum. Whilst studies that have explored the transition from the role of nurse clinician to nurse academic may provide us with insights into some of the potential issues, this literature is also sparse (Dempsey, 2007;Hand, 2008;Siler & Kleiner, 2001). …”

“…The provision of teaching strategies, preceptorship in the class room and effective orientation programs are considered essential to the recruitment and retention of competent academics (Hand, 2008). Whilst Hand (2008) refers to the many challenges associated with recruiting new academics and provides strategies to enhance transition and performance in this group, the focus is primarily on teaching and learning.…”

“…Hand (2008) acknowledges that many clinical nurses may have difficulty adapting to an academic role, recognising that clinicians, despite their level of clinical competency, may not necessarily be equipped with the knowledge or skills for classroom teaching. The provision of teaching strategies, preceptorship in the class room and effective orientation programs are considered essential to the recruitment and retention of competent academics (Hand, 2008). Whilst Hand (2008) refers to the many challenges associated with recruiting new academics and provides strategies to enhance transition and performance in this group, the focus is primarily on teaching and learning.…”

“…Hand (2008) presents a framework for a formal orientation program for new academics that was developed in the USA. Hand (2008) acknowledges that many clinical nurses may have difficulty adapting to an academic role, recognising that clinicians, despite their level of clinical competency, may not necessarily be equipped with the knowledge or skills for classroom teaching. The provision of teaching strategies, preceptorship in the class room and effective orientation programs are considered essential to the recruitment and retention of competent academics (Hand, 2008).…”