What do novice faculty need to transition successfully to the nurse faculty role? An integrative review

Abstract

Objectives The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role. Methods An integrative review of the literature was conducted. Results Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay. Conclusions Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.

Understanding Factors Influencing Nursing Faculty Departure and Intentions

“…Third, as highlighted by our results and other research, 11,14 improving mentorship programs is essential. Providing ongoing training in specific areas such as technology skills, teaching methodologies, handling difficult students, and leadership can enhance faculty members' effectiveness and confidence in their roles.…”

The promotion of teaching and learning scholarship in undergraduate nursing non‐tenure line faculty: A success story

“…Institutional and administrative support is essential to develop and sustain a culture of scholarship (Cullen et al., 2017). Administrators and senior faculty need to create positive relationships and healthy work environments that provide support for novice faculty members (Wendler et al., 2021). I welcome opportunities to collaborate with senior and novice/junior faculty members in the development of abstracts, poster presentations, panel discussions, and manuscript submissions.…”

Teaching Competencies in Nursing Professors: Visions of Students and Academics

“…The study of teaching competencies that nursing professors should have to conduct their function effectively and with quality is hardly developed, assuming this fact as an important limitation that not only affects the teacher themselves, who will not have the capacity to adequately transmit to their students the knowledge, skills, and attitudes related to the nursing discipline, but will make it difficult for the students to become competent professionals in the future. 1 , 2 This situation is aggravated because many of the teachers migrate directly from the healthcare field to the academic field without experience or pedagogical training; 3 , 4 in addition, no consensus exists regarding what teaching competencies these professors should develop. 5 - 7 This fact assumes that, often, the training that takes place in Nursing Faculties has a greater relationship with personal motivation or with that teachers saw professors do when they were students, than with a systematized and scientifically endorsed pedagogical process.…”