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Background: The call for nursing education reform has never been louder. National organizations recognize the urgent need to prepare nursing students to practice competently, moving away from traditional teaching and curricula and to competency-based education (CBE) strategies to prepare future nurses for independent clinical practice., Problem: The 2021 American Association of Colleges of Nursing Essentials do not account for the competencies achieved in registered nurse (RN) associate degree and diploma programs. This presents a challenge for RN to bachelor of science in nursing (BSN) program administrators and faculty when designing curricula to meet the new Essentials ., Approach: The Essentials crosswalk created by the National RN-Baccalaureate Faculty Forum serves as a foundational guide for the development of the template models discussed in this article., Conclusion: This article provides a template of instructional models for implementing CBE in RN to BSN programs., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 The Authors. Published by Wolters Kluwer Health, Inc.)

Background: There is an opportunity to build online communities and digitize inclusive excellence such that all students, staff, and faculty can benefit. However, literature illustrating actionable strategies for creating online communities and mitigating barriers related to engagement is limited., Purpose: We evaluated the feasibility, functionality, and usage of a college of nursing's (CON) online diversity and inclusion communication platform (i.e., D&I Community)., Methods: From survey and college-wide discussion, we found that CON members are interested in employing opportunities for diversity, equity, and inclusion (DEI) discussions and engaging with DEI resources, but lack of time, competing priorities, and lack of awareness of the D&I Community were barriers to participation., Discussion: We are prepared to modify processes to improve engagement and promote a sense of belonging for all CON members., Conclusion: Implementation and sustainability of this D&I Community require continual resource investment. Scalability can be considered once processes have been fully refined., Competing Interests: Declaration of Competing Interest The authors have no conflict of interest to disclose., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Background: The Robert Wood Johnson Foundation launched the Future of Nursing Scholars program to support nurses to complete PhDs in 3 years in schools across the United States., Purpose: To explore why scholars participated in the program and to articulate challenges and facilitators to successful completion of their doctoral degrees., Method: Thirty-one scholars representing 18 different schools participated in focus groups at a convening in January 2022., Findings: Scholars identified that funding and planned length of degree completion were important factors in their choosing the accelerated program. Mentorship, networking, and support were identified as facilitators to program completion with the tight timeline of three years noted as a challenge., Discussion: Accelerated students require adequate resources including access to data, mentoring, and financing to overcome challenges presented by accelerated PhD training programs. Cohort models provide support and clarity of expectations for both students and mentors is critical., (Copyright © 2023 The Author(s). Published by Elsevier Inc. All rights reserved.)

Background: To address the need for faculty scientists, Robert Wood Johnson Foundation (RWJF) provided support for an accelerated PhD program: Future of Nursing Scholars (FNS)., Purpose: To describe the experience of faculty mentoring PhD students in the RWJF FNS program pursuing a 3-year accelerated PhD degree, including faculty members' support activities for students, time commitment, student productivity in manuscript dissemination, and challenges and opportunities for supporting students., Methods: Surveys were sent to faculty mentors of FNS to understand mentoring activities, strategies used, and mentee productivity., Findings: Of 93 faculty mentors, they reported most FNS students (n = 61, 65.6%) completed a manuscript format dissertation. FNS students required academic/dissertation mentoring, with frequent emotional support and positive reinforcement., Discussion and Conclusion: Mentors reported providing more frequent mentoring and spent more time mentoring FNS students than with other PhD students. Alignment of the student's research to that of the faculty mentor was identified as valuable., (Copyright © 2023 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: The Future of Nursing Scholars program prepared a cadre of PhD prepared nurses for long-term careers advancing science and discovery, strengthening nursing education, and leading transformational change in health care., Purpose: The purpose of this manuscript was to describe the program's impact on Scholars' outcomes, nursing schools, and perceived impact on nursing science., Methods: An independent program evaluation was conducted, including interviewing representatives from schools and reviewing Scholars' Curriculum Vitae., Findings: Two hundred one scholars were supported across 45 institutions. To date, 181 scholars graduated within 3.1 years, on average. Most graduates reported holding appointments in academic institutions. School representatives believed the program supported rapid entry into the field, longer research trajectories, and will improve the nursing faculty pipeline., Discussion: The program achieved its goal of developing cohorts of PhD prepared nurses poised for long-term careers. It provided "proof of concept" on high-quality accelerated PhD education for students well matched with mentors, and elevated the national conversation on PhD education., (Copyright © 2022 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: Following the 2010 report, "The Future of Nursing: Leading Change, Advancing Health," Robert Wood Johnson Foundation created the Future of Nursing Scholars program to increase the number of PhD-prepared nurses who could assume leadership roles earlier in their careers by shortening the PhD education trajectory and developing leadership skills., Purpose: The purpose of this paper is to describe the state of the field at program launch, the program development, and operations., Methods: A descriptive narrative was used, which relied on literature review focused on nursing PhD program completion and presentation of FNS program objectives and findings., Findings: Nurses from 46 schools pursued their PhDs as Future of Nursing Scholars. As of May 1, 2022, 181 scholars graduated with 20 scholars still enrolled. Preliminary results suggest accelerate PhD programs featuring intensive mentoring and financial support can produce well-prepared nurse researchers ready for postdoctoral positions and leadership roles., Discussion: Program attributes including financial support and leadership development initiatives may be replicated., (Copyright © 2022 The Author(s). Published by Elsevier Inc. All rights reserved.)

Simulation use in nursing programs has increased dramatically, and the benefits of simulation have now been demonstrated in multiple studies. However, simulation is a time-consuming teaching method. This article provides recommendations for performing simulation activities efficiently, including faculty training and support, in-class simulation, scenario and manikin choice, equipment organization, simulation mapping in the curriculum, and preprogrammed scenario use. Implementing these recommendations may help faculty members use simulation both effectively and efficiently. [ABSTRACT FROM AUTHOR]

Background: Recent national recommendations have been developed to ensure nurse educators are prepared to teach about health equity and social determinants of health. Nurse educators may not have had formal or professional development in teaching these concepts, which may pose a barrier to implementing recommendations., Method: This article outlines a graduate course focused on social determinants of health to prepare future nurse educators with the knowledge, skills, and ability to address these concepts in future teaching., Results: A backward design approach facilitated the alignment of learning outcomes, assessments, and activities that resulted in Quality Matters certification in this online graduate-level course. Topics include health equity and implicit bias, and learners evaluate educational resources and develop an educational presentation of health inequities in a selected population., Conclusion: This course supports the development of nurse educators to increase their skill in understanding and teaching social determinants of health and health equity. [ J Nurs Educ . 2022;61(9):511-515.] .

Background: The call for nurse educators to facilitate conversations about racism with learners has become inescapable. Yet, nurse educators in the United States indicate they feel unprepared or uncomfortable leading classroom conversations about race., Method: Keyword analysis maps the multiple meanings of vocabulary, creating a common foundation for productive dialogue. Selection of keywords is subjective, but each keyword must meet three criteria: a term that is in common use, definitions that change according to time and perspective, and use that illuminates larger phenomena., Results: Five keywords when teaching about racism are Caucasian, colorblind, diversity, reverse racism, and underrepresented minority. Each keyword carries connotations that may be perceived as upholding egalitarian ideals without acknowledging the pernicious mechanisms of racism itself., Conclusion: Familiarity with keywords provides educators with solid ground for engaging in often ambiguous and troubling dialogues about racism. [ J Nurs Educ . 2022;61(7):408-412.] .

Background: The effectiveness of point-of-care ultrasound (POCUS) for nurses has been demonstrated; however, only a limited number of nurses have been trained to perform POCUS. This article reports on a POCUS train-the-trainer program for nurse educators that targets lower urinary track dysfunction., Method: Nurse educators ( n = 38) were invited to participate in a POCUS train-the-trainer program, which comprised an e-learning module and a hands-on seminar. Acquisition of knowledge and skills were assessed after the module and seminar, respectively., Results: Questions from the "Basic Knowledge of Ultrasonography" test were answered correctly at a rate of 93.0% ( SD , 8.5%). Measured values of bladder urinary volume using ultrasonography were in close agreement with actual values. All of the participants indicated that the program covered the content necessary to use in practice., Conclusion: The POCUS train-the-trainer program equips nurse educators with the knowledge and skills needed for training nurses at their institutions. [ J Contin Educ Nurs . 2021;52(8):375-381.] .

Background: Evidence-based practice (EBP) endeavors to integrate the best available evidence with clinical expertise and patient preference to enhance clinical outcomes. For nurses to effectively demonstrate EBP, the concepts of EBP should be systematically incorporated into the nursing curriculum, with nurse educators playing a pivotal role in execution. However, the effect of EBP training programs on nurse educators remains largely unexplored., Aim: To evaluate the effectiveness of an EBP training program on the knowledge, attitude, practice, and competency of nurse educators., Methods: A pragmatic randomized controlled trial was conducted at a nursing education institution. Fifty-one nurse educators were cluster randomized into intervention and control groups. A 30-hour EBP training intervention was provided for nurse educators in the intervention group. The outcome variables were knowledge, attitude, practice, and competency regarding EBP. These outcomes were evaluated using the EBP knowledge and practice questionnaire, EBP attitude scale, and Fresno test. Data were collected at baseline, the end of 5 months, and the end of 10 months., Results: Fifty-one eligible participants were enrolled in the study. The intervention and control group had three clusters each with 27 and 24 participants, respectively. Participants in both groups were comparable for variables such as age, years of experience, and educational background (p > .05). Between groups, outcome variables were compared using mixed linear multi-level modeling. Nurse educators who received the EBP training program demonstrated significant differences in knowledge (p < .05), attitude (p < .05), practice (p < .05), and competency scores (p < .05), than that of the control group, indicating the intervention effectiveness., Linking Evidence to Action: EBP training programs are effective in improving the knowledge, attitude, practice, and competency of nurse educators., (© 2021 Sigma Theta Tau International.)

Background: According to Bandura's theory, understanding the relationship of traits and leader self-efficacy in the various roles of nursing can aid in leader development and the growth of the profession., Purpose: The purpose of this study was to explore the perceptions of leader self-efficacy of academic nursing professionals to determine if traits and participation in certain activities was predictive of leader self-efficacy., Method: A validated survey tool, the Leader Efficacy Questionnaire (LEQ) was administered to nursing professionals using snowball sampling from publicly available email addresses., Findings: Statistical significance was found between the academic degrees and the 4 scores of the LEQ. Overall, the participants reported moderate to high leader self-efficacy with an LEQ overall score (LSME) of 70 or greater., Discussion: The dynamic challenges of health care require an understanding of nursing professionals' leader self-efficacy in light of their academic preparation and activities to grow the profession., (Copyright © 2021 Elsevier Inc. All rights reserved.)

The Colorado Center for Nursing Excellence established a formal didactic course in 2005 to deliberately prepare clinical faculty using expert clinical nurses. Independently, the National League for Nursing, in 2018, established criteria for certification for clinical nurse educators. The content of this course content closely mirrors those competencies and provides preparation for the exam. As a result, Clinical Scholars have established themselves as important players in nursing education in Colorado., (Copyright © 2021 Wolters Kluwer Health, Inc. All rights reserved.)

Background: As expert clinicians are recruited to academic positions in response to nursing faculty shortages, comprehensive plans are needed for transitioning and role development., Problem: Schools of nursing often lack infrastructures to support and develop new faculty., Approach: Team members from an academic-clinical partnership with the Department of Veterans Affairs created a competency-based faculty development plan., Outcomes: A comprehensive self-directed faculty development plan was established that included a needs assessment, competency-based guide, and online modular resources., Conclusion: The faculty development plan provides a tailored approach to support the transition of clinicians to the academic role. This strategy is a potential solution to addressing the faculty shortage, retention, and role strain issues and builds capacity in schools of nursing. This innovative plan is a first step in establishing a mechanism to measure faculty competencies and professional growth., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Despite recommendations put forth by the National League for Nursing to incorporate a scope of practice and develop core competencies for nurse educators, nursing education is experiencing the effects of a faculty shortage. Many schools of nursing find it necessary to hire faculty members who have limited preparation as educators. The purpose of this study was to develop critical incident videos (CIVs) and evaluate how CIVs captured common teaching challenges., Method: This mixed-methods study used a participatory action research approach and involved three parts: an online survey, development of CIVs, and focus groups., Results: The survey captured challenging teaching situations that were operationalized for development of 10 CIVs. Using CIVs in focus groups revealed six key themes: Role Clarification, Isolation, Teaching Communication, Teaching Learning to Learn, Teacher Development, and Usefulness., Conclusion: CIVs were successful in capturing realistic teaching challenges and created opportunities for participants to use cognitive rehearsal, in the form of role-playing, to respond to these challenges. [J Nurs Educ. 2021;60(2):81-89.]., (Copyright 2021, SLACK Incorporated.)

Abstract: In this article, a nurse educator argues that the COVID-19 pandemic provides educators with an opportunity to refocus and include some essential concepts and hard lessons learned from the pandemic into their teachings., (Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.)

Background: The path to academia can be rocky for nurses. Nursing academia is much more than educating students. The balance of teaching, service, and scholarship that is required for tenure, coupled with the institution of academia, can be overwhelming. New nursing faculty often find themselves feeling unprepared for the multidimensional nature of the role. Effective mentoring is crucial for new faculty success., Method: A new faculty cohort, The Tenure Tribe, took initiative to establish a unique mentoring process of planned, purposeful connection and networking as peers and with experienced faculty for the purpose of academic nursing success., Results: Role-reversal mentoring was found to increase feelings of support and job satisfaction for the new faculty while creating a unique way to accelerate and support their transition from clinician to educator., Conclusion: Role-reversal mentoring was an effective means for new nursing faculty assimilation, growth, and development. [J Nurs Educ. 2020;59(11):627-630.]., (Copyright 2020, SLACK Incorporated.)

There is a critical need for nurse educators to promote civility in nursing practice using systems thinking to promote quality and safety and improve patient outcomes by preventing undue patient harm. In this article, evidence is synthesized in order that readers can recognize, respond and manage workplace incivility. Systems thinking is introduced as a best practice solution for advancing a civil workplace culture. The author-created Systems Awareness Model, adapted for civility awareness, guides nurse educators with evidence-based strategies for teaching nurses the essential skills to promoting a civility culture within health systems. The strategies can be used by nurse educators in practice to interface workplace application. Proposed examples of evaluation methods are aligned with the teaching strategies. The purpose of this article is to provide nurse educators in practice with evidence-based teaching strategies and evaluation methods to address incivility in health care using a systems thinking perspective., (© 2020 Wiley Periodicals LLC.)

We conducted an intraprofessional education pilot in which students created DNP/PhD leadership parameters through naturalistic classroom experience. Agile, participatory, action research methodology framed a project spanning 3 semesters. Students' multiple ways of knowing influenced a dynamic cycle of noticing, interpreting, acting, and reflecting. Faculty revised course content "in the moment" to meet unique student needs. Researchers analyzed data using qualitative, interpretive descriptive approach. Four key themes interpreted from intraprofessional education included (1) persistent evolutionary progression toward doctoral collaboration, (2) accelerating uptake of research- into-practice continuum, (3) intentional convergent/divergent curriculum, and (4) mutuality of leadership parameters.

Background: The current nursing faculty shortage is projected to continue. This article addresses recruitment and retention by contributing to the public stories of successful nursing faculty., Method: Narrative inquiry was used to examine how the ways of knowing of three associate degree nurse educators evolved over time in the community college setting., Results: The educators' early stories portrayed an internal tension that was in sharp contrast to the capability and self-confidence of an expert nurse. Stories revealed their struggle to balance empathy and care (connected knowing) with logic and objectivity (separate knowing) when handling challenging student situations. Over time, the educators developed ways of integrating connected and separate knowing, becoming constructivist knowers., Conclusion: The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing. [J Nurs Educ. 2020;59(10):545-550.]., (Copyright 2020, SLACK Incorporated.)

Background: A career in nursing academia offers clinicians a new challenge. Academic nursing and clinical nursing are two separate worlds with different social and cultural borders, foci and ways of working. It is possible to imagine this space as a kind of borderland, a new frontier that is simultaneously exciting and perilous. Aim: A concept analysis explored the borders as a site of meaning for professional development. Method : This study employed a four step concept analysis. Results: The analysis revealed four attributes of borders that are useful for clinical teachers to understand; liminality, border crossing, border work, and inhabiting a new world. Conclusion: As a liminal space, clinical teaching can be a site where uncertainty and ambiguity arises. This can create anxiety but also opportunities to think about both worlds differently, so that clinical teachers may discover new insights and applications for their work.

Simulation-based learning (SBL) is becoming an accepted part of health education. Providing high-quality simulation-based education depends more on skilled facilitators than on elaborate simulator equipment. In the last six years, a cross-professional facilitator course has been developed to train interprofessional staff and faculty from health educational institutions in Bergen. The course starts with two days of traditional simulation theory and practice followed by a third day five weeks later. During the third day, participants present their own experiences from practising as facilitators in their own workplaces. In this paper, we present the course content and the participants' evaluation of the course based on the qualitative content analysis of their answers to open-ended questions. The main findings were that the course format and primary focus on practice were appreciated and that the follow-up day was especially useful to broaden the learning experience., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Background: Transformational leadership is one of the most utilized models of leadership across the disciplines. It can positively impact the leader-follower relationship, performance of the leader, and productivity of the organization., Objective: The purpose of the project was to assess the impact of an educational session on the recognition and execution of transformational leadership characteristics for nurse leaders and nurse educators., Methods: An interactive transformational leadership education session aimed to affect the recognition and execution of nurse leaders' and nurse educators' transformational leadership characteristics., Results: A Wilcoxon Signed Rank Test yielded a statistically significant increase in idealized influence (behavior), and an increase in intellectual stimulation and inspirational motivation., Conclusions: This project creates the infrastructure for future ongoing initiatives focusing on the beneficial impact of transformational leadership development for nurse leaders and educators., Implications for Nursing: A supportive environment for transformational leadership development may take the institution to the next level regarding engagement, productivity, and performance, all of which are vital to organizational success., (© Copyright 2020 Springer Publishing Company, LLC.)

Background: A nursing faculty shortage means fewer nurses, exacerbating nursing shortages., Purpose: The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role., Methods: The study was multisite and multimethod using 5 instruments., Results: Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role., Conclusions: RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.

Background: Recruitment of nurse clinicians into academic nursing has been important in addressing the faculty shortage. A description of their experiences as novice faculty could provide insights into easing their transition and improving faculty retention., Method: A systematic review of existing qualitative evidence was conducted to describe how nurses experience the transition from clinical practice to nursing academic. Criteria established by the Joanna Briggs Institute guided the review., Results: The meta-synthesis of the 12 selected qualitative studies yielded 11 themes and four meta-themes, which included: Unprepared, No Longer an Expert, In Search of Mentoring, and Beginning to Thrive., Conclusion: The transition from expert clinician to novice faculty is difficult as teaching is different than practicing nursing. The expert clinicians often were unprepared for the demands of their faculty role and missed being experts. To begin to thrive, they needed orientation to the academic culture, intentional mentoring, and professional development in teaching and learning. [J Nurs Educ. 2020;59(7):366-374.]., (Copyright 2020, SLACK Incorporated.)

With the inception of the Doctor of Nursing Practice (DNP) as the designated practice doctorate in nursing and ultimate acceptance of the DNP as a terminal degree in nursing by professional nursing organizations, questions have arisen about the implications for faculty appointment in the teaching-learning in nursing. Following a brief discussion of the background of the DNP and recent trends in academic nursing programs, a challenge is presented to nurse faculty and administrators to consider carefully the illuminated critical issues and concerns in planning for the future of teaching-learning in nursing.

Background: New faculty are often not prepared for a career in academia, and the transition can be challenging. They often come from practice environments where work expectations are clearly delineated., Problem: Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. Results of the hierarchical dyad method have been mixed., Approach: Three generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both., Conclusions: Providing new faculty with 2 mentors in a constellation format, along with the opportunity to network during structured mentoring meetings, contributed to a smooth onboarding of new faculty and provided scholarship support for the midcareer faculty member.

Aim: This paper describes an innovative approach to tackling the shortage of qualified nurse educators, which is a major constraining factor or 'bottle-neck' to improve the global supply of nurses, especially in low- and middle-income countries., Background: The World Health Organization commissioned experts to develop Nurse Educator Core Competencies that describe expectations for this cadre of workers. In their deliberations, the WHO experts cited the challenges affecting the adoption of these competencies, particularly the lack of resources available for implementation. To address this specific challenge, a USA-based non-government organiization, Nurses International, has developed Open Education Resources (NI-OER) to support nurse educators with freely accessible curriculum materials and remote mentoring support., Methods: This paper applies item analysis to consider how the NI-OER could assist higher education institutes and individual faculty members in meeting each of the WHO Nurse Educator Core Competencies., Findings: The NI-OER is a good fit with six of the Nurse Educator Core Competencies and a partial fit with the other two., Discussion: Congruence with the WHO Nurse Educator Core Competencies is an important validity check for the NI-OER. The ultimate goal of the NI-OER is to promote sustainable development through intermediate goals related to supporting faculty as they prepare nurses for current and future service needs. Technological solutions like the NI-OER cannot solve all aspects of a complex problem like the global nursing shortage but are an important tool., Implications for Nursing and Health Policy: This resource has significant implications for nursing and health policy because it tackles several constraints to the global goal of increasing production and capacity of nurses. Combined with the organization's remote mentoring and communities of practice, the NI-OER appears to have the potential to support novice nurse educators with accessible, adaptable resources., (© 2020 International Council of Nurses.)

Background: Creativity and innovation are considered important core competencies in Taiwan for nursing students. Teachers play a critical role in the development of student creativity. Although studies have investigated creativity training, there is no consensus on how best to evaluate the effectiveness of the training., Objective: To evaluate whether a teaching for creativity module (TCM) can enhance teaching behaviors and self-efficacy of teaching creativity for capstone course nursing faculty. The TCM intervention was taught in two stages by experts in diverse areas of industrial design. A 2-day teaching creativity workshop was followed by reinforcement of creativity skills in the classroom with nursing and design faculties teaching side-by-side for 6 h of the 18-week capstone course., Design: This quasi-experimental study employed a pretest-posttest design to compare an intervention and control group., Participants and Setting: Capstone course nursing faculties were recruited from five science and technology universities in Taiwan., Results: Forty-two capstone faculty members participated; 21 completed the TCM intervention and 21 were in the control group. Analysis of covariance (ANCOVA) demonstrated the TCM intervention group had significantly better post-test mean scores for creative teaching behaviors and self-efficacy of teaching creativity than the control group. Our findings suggest participation in a creativity workshop and reinforcement of teaching skills with classroom interdisciplinary teacher training can augment teaching for creativity of nursing faculty., Conclusion: The findings of this study indicate that an intervention program in creativity can increase teaching behaviors as well as perceptions of self-efficacy regarding teaching for creativity, which could foster student creativity. These findings have important implications for educational settings, as they suggest that the workshop and reinforcement of learning with hands-on guidance in creativity with interdisciplinary teaching should be integrated into the curriculum, which could facilitate student creativity by increasing teaching behaviors and improving self-confidence regarding teaching creativity., (Copyright © 2019 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Despite a 2008 national call to retool a health care workforce for an aging America, the geriatrics-trained workforce is declining while the U.S. population continues to age. Formalized academic-practice partnerships between long-term care facilities and schools of nursing are one response to strengthening the work-force caring for older adults. This article details the activities of an intentional, synergistic, 3-year partnership between National HealthCare Corporation (NHC) and University of Alabama at Birmingham (UAB) School of Nursing. The partnership focused on providing continuing education and leadership development for NHC nurses while also providing nursing faculty with access to clinicians and patients in long-term care for the purposes of education, research, and quality improvement. The ultimate goal for both partners was improved patient outcomes. [J Contin Educ Nurs. 2020;51(2):75-81.]., (Copyright 2020, SLACK Incorporated.)

Objective: Clinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups., Design: A qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities., Participants: Ten clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges., Results: Over a seven-month period in 2018-2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern; Doing and Thinking; Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values., Conclusion: The group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Background: The nursing faculty shortage is expected to persist throughout the next decade. Understanding what influences transition from clinician to educator and retention can improve approaches used in nursing programs for those aspiring to careers in nursing education., Purpose: This qualitative study elicited the experiences of participants who completed a structured program to prepare clinicians to become clinical faculty for prelicensure students., Methods: Focus groups uncovered participant perspectives on "learning how to teach.", Results: Using interpretive phenomenological analysis, the themes (1) I'm not sure I can do this, (2) changing perspectives-learning to teach, and (3) instilling confidence emerged., Conclusions: Novice educators reported benefitting most from exposure to multiple teaching methods, simulated teaching encounters, and group debriefing as they learned to become educators.

This article chronicles the John A. Hartford Foundation (JAHF) funded gerontological nursing initiatives 1996-present. These initiatives, in particular BAGNC, were designed to impact the health of older adults through building gerontological nursing capacity by preparing new and retooling current faculty with expert gerontological nursing competencies, preparing new researchers, developing a knowledgeable nurse workforce with competency in gerontological nursing and prepare leaders in academics and health care systems. A description of major programs funded by the Foundation is presented and the impact, adaptation, and change in gerontological nursing resulting from over $86 million in funding awarded to these efforts is examined and intended to inform our way forward. NHCGNE, Legacy Affiliates and partners named in this article continue to innovate and transform healthcare systems as a way forward., (Copyright © 2020 Elsevier Inc. All rights reserved.)

Background: The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education., Problem: Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy., Approach: The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert., Outcomes: The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences., Conclusions: The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.

Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.

Purpose The purpose of this scoping review was to examine the range of literature about succession planning in nursing education. Background Succession planning establishes leadership continuity and inherent knowledge within an institution and nursing education. Most of the literature on succession in nursing is focused in the healthcare setting with limited information of succession planning in nursing education discovered. Method Arksey and O'Malley's (2005) framework was used to guide this review. Results Emergent categories in the charted literature representing succession planning in nursing education included discouraging factors to assuming a leadership role, encouraging factors to assuming a leadership role, and strategies for successful succession planning. Conclusion There are many factors that discourage and encourage a faculty member when pursuing a leadership position. Developing and implementing a successful succession plan that includes the development of leadership abilities and traits could foster the development of future leaders in nursing education.

Background: Student populations in the United States are increasingly diverse, prompting the need to make learning environments in schools of nursing more inclusive. Training for faculty is needed to support this work; however, evidence regarding best practices to make classrooms more inclusive is lacking., Method: A 3-day Diversity, Equity, and Inclusion (DEI) Institute was developed and conducted to create inclusive learning environments; facilitate crucial conversations on racism and other -isms, especially in the context of nursing and health equity; and practice these skills and develop or transform at least one actual class activity., Results: DEI Institute satisfaction and impact were overwhelmingly positive, and statistically significant increases in DEI-related teaching self-efficacy were observed post-Institute (p values ranging from .0004 to < .0001)., Conclusion: The DEI Institute is one example of a successful approach that can create inclusive learning environments and address issues related to health equity. [J Nurs Educ. 2019;58(11):633-640.]., (Copyright 2019, SLACK Incorporated.)

As interprofessional teams and interprofessional practice become the norm in health care, there is an increasing need for interprofessional educator development to prepare health care students and staff for these new roles. This article describes the development, implementation, and results of an Interprofessional Educator Development Course (IPEDC) for simulation that was created to train clinical educators, practicing professionals, and academic faculty from all health care professions in simulation methodology. The authors, working across disciplines and professions, describe the benefits, limitations, and outcomes of this approach and explain how they met the needs of the involved stakeholders. [J Contin Educ Nurs. 2019;50(10):463-468.]., (Copyright 2019, SLACK Incorporated.)

A long-standing gap exists between graduate and newly licensed nurse abilities and employer expectations. The National League of Nursing has charged nurse educators to address health and welfare through innovative learning to improve student decision-making for patient care. How, then, can a nurse educator link education to practice, innovate learning, and improve student decision-making for patient care? One option is to use tabletop exercises in the nursing classroom. The tabletop exercise provides a structure for participants to use available knowledge for decision-making to identify or use a process in context. Though often include disaster scenarios and common in disaster education, these exercises have broad healthcare applications to link education to practice. Tabletop exercises are an active, low-stress, high-impact learning strategy carried out in the classroom with students sitting at desks or tables. In an exercise, there is a scenario, a facilitator, participants, and for the given circumstance, an objective, and participants solve an identified problem by making decisions. The after-exercise discussion identifies exercise outcomes. Remediation occurs for identified gaps. This article introduces what tabletop exercises are, provides educator considerations for developing a nursing classroom exercise, and influences to implementing the exercise and its outcomes., (© 2019 Wiley Periodicals, Inc.)

Background: With the proliferation of online courses in nursing education and professional staff development, future nurse educators must be prepared to teach online. The purpose of this article is to present an educational innovation created and evaluated to prepare future nurse educators to develop, design, and deliver an online learning module for distance education., Method: A combination of instructional scaffolding and applied learning was used to teach nurse educator students how to facilitate learning in an online module., Results: Analyses of student assignment scores, student reflections, and faculty observations demonstrated the instructional strategies were effective to prepare students to develop, design, and deliver education online., Conclusion: Instructional scaffolding and applied learning enhances student engagement and effectively prepares nurse educator students to teach online. The strategies are easily adaptable to diverse academic and professional development settings and various learning management systems. [J Nurs Educ. 2019;58(8):488-491.]., (Copyright 2019, SLACK Incorporated.)

Background: In China, the nursing discipline has undergone rapid development in recent years, and clinical educators are an important part of the nursing education team. In order to improve their teaching ability and become competent clinical educators, we provided learning opportunities to them., Method: To assess the effectiveness of education courses and modules, a cross-sectional study based on questionnaire responses was conducted. Sixty-six part-time clinical nurse educators from six teaching hospitals were included. A standardized four-section questionnaire developed by the authors was used., Results: The education curriculum was approved by clinical educators (94%). The specific content in the education courses significantly improved the teaching ability (84%). From a teaching perspective, the confidence was enhanced; the clinical educators were able to control the purpose of teaching and learning objectives via a syllabus (92%)., Conclusion: Education courses can improve teaching ability, reinforce teaching control, and promote the quality of clinical teaching. [J Contin Educ Nurs. 2019;50(8):367-373.]., (Copyright 2019, SLACK Incorporated.)

The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Online courses and programs in higher education, including nursing education, continue to multiply exponentially in the United States. In order to meet accreditation standards and build internal standards of quality in online course delivery, nursing administrators and faculty must keep abreast of evidence and best practice in online course design. Awareness and adoption of online standards of excellence may be a departure from standard operating procedure with faculty adept at creating face-to-face courses and mavericks self-taught in online course development. The Plan-Do-Study-Act process for improvement is a viable and scalable method to achieve national certification of online course quality, improving ability to compete in a dynamic online education environment. Considerations of infrastructure and multiple stakeholder groups are critical to successful implementation. The case of one nursing program that used faculty development, team building, and continuous quality improvement to successfully reach national online quality benchmarks is presented.

Background: The numbers of post-9/11 service members transitioning out of the military are escalating. Our diverse nursing student population will increasingly include Veterans or those engaged in military service., Method: This article describes an educational session directed at nurse faculty about the needs of these students. The event focused on the array of experiences and issues experienced by active military students or Veterans as they are deployed, transition back into civilian life, or return to college., Results: This educational forum was well attended and praised by nurse faculty who reported increased levels of awareness, knowledge, and resources pertinent to this student population., Conclusion: Student-centeredness is valued in nursing education. Compliance with pertinent policies, engagement with community resources, and conveying personal interest in our students is especially valuable for students engaged in military service. Other nursing programs are encouraged to adopt a similarly designed event. [J Nurs Educ. 2019;58(6):347-353.]., (Copyright 2019, SLACK Incorporated.)