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AIMThis scoping literature review was conducted to determine what is currently known about holistic wellness support systems (HWSSs) for nursing faculty. BACKGROUNDThe nurse faculty shortage has contributed to the national nursing shortage. Providing nurse faculty an HWSS may help grow the faculty pipeline. METHOD Five electronic databases and Google Scholar were searched using key words related to the research question. Literature published from 2003 to 2023 was included. Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews were used to conduct this review. RESULTS The search strategy found 1,525 potential publications; five articles were included in the review. The five wellness support systems strived to create a more cohesive, positive, and healthy work environment for nurse faculty. CONCLUSIONThis review provides a solid inventory of nursing faculty wellness support systems and identifies gaps in areas of wellness and research that could be supported. [ABSTRACT FROM AUTHOR]

Background: Impostor phenomenon (IP), or syndrome, is a behavioral health phenomenon where individuals discount personal accomplishments, success, and aptitude. It negatively affects high-functioning individuals in nursing and other health care professions. Purpose: This study aimed to investigate IP in advanced practice registered nurse (APRN) faculty. Methods: This descriptive correlational study included the Clance Impostor Phenomenon Scale (CIPS). Results: The sample included 478 APRN faculty members representing 50 states and Washington DC. The majority (n = 324) of CIPS scores were moderate (n = 198) or frequent (n = 133), indicating that scores may be clinically relevant. Moderate levels were associated with an increased likelihood of experiencing negative sequelae, including decreased job satisfaction and increased burnout. Comparing CIPS scores yielded no statistically significant differences between APRN roles. Significant predictors included age, years of teaching, and rank of associate professor. Conclusions: Findings can inform strategies to improve retention, recruitment, and job satisfaction. [ABSTRACT FROM AUTHOR]

Background: Nursing instructors play an important role in improving the clinical experience of nursing students. Despite this, little is known about the characteristics of effective clinical instructors. Objective: Identifying the perceptions of nursing students, faculty, and preceptors of effective clinical instructors. Method: A descriptive cross-sectional study was conducted using a convenience sample of nursing students, faculty, and preceptors from different nursing departments. Participants were invited to respond to sociodemographic and Nursing Clinical Teacher Effectiveness Inventory questionnaires from April 2022 to September 2022. The data were analyzed using descriptive and inferential statistics using SPSS. Result: A total of 715 participants responded to the survey, of whom 510 were students. Students valued interpersonal relations (5.57 ± 1.261) as the most important clinical instructor characteristic, while nursing competence was perceived as the least important (5.51 ± 1.298). Faculty scored the highest mean in the evaluation subscale (6.21 ± 1.170) and the lowest in nursing competence (6.07 ± 1.221). Preceptors scored the highest mean in the evaluation subscale (5.98 ± 0.904) and the lowest in personality (5.80 ± 0.928). One-way ANOVA showed significant mean differences between the perceptions of nursing students, faculty, and preceptors in personality (M : 5.54 vs. 6.10 vs. 5.80, respectively; p <.001), evaluation (M : 5.56 vs. 6.21 vs. 5.98; p <.001), teaching ability (M : 5.57 vs. 6.12 vs. 5.86; p <.001), nursing competence (M : 5.51 vs. 6.12 vs. 5.86; p <.001), and interpersonal relationship (M : 5.57 vs. 6.17 vs. 5.88; p <.001). There were significant mean differences in students' perceptions across academic levels. Conclusion: Students, faculty, and preceptors perceived effective clinical instructors' characteristics differently. Therefore, nursing schools should establish and promote a program to develop and promote unified, effective clinical teaching characteristics. [ABSTRACT FROM AUTHOR]

Background: Many nursing faculty lack formal training in item writing and test construction. Purpose: This integrative review synthesizes the evidence to gain a comprehensive understanding of the developmental needs and interventions employed to help nursing faculty gain skills to develop course examinations. Methods: Original research and non-research reports published since 2012 were included. Independent quality appraisals were completed based on the Johns Hopkins Nursing Evidence-based Practice Model. Data were analyzed using the constant comparison method. Results: Nineteen reports met inclusion criteria. Themes related to test development skills were standards support practice, educational preparation, evolving technologies, and writing for clarity. Themes related to faculty development were continuous improvement, professional development plans, peer and expert collaboration, and up-to-date resources. Conclusions: Nursing programs need to establish methods to ensure faculty use best practices and are competent in test development. Nursing needs future research to understand optimal faculty development approaches. [ABSTRACT FROM AUTHOR]

Despite repeated calls for equity, diversity, and inclusion in nursing education and the significance of disability for the vocation of nursing, the voices and experiences of nursing faculty with disabilities are largely absent from our literature. In this paper, we present a critical grounded theory of the experiences of disabled nursing faculty in academe to begin to amend this gap. Using critical disability studies as a sensitizing framework and building on prior work on racism and other systems of oppression in nursing, we theorize that nursing academe is a normalized space produced by White, able‐mindbodied, and cis‐heteropatriarchal discourses that regulate the boundaries of inclusion via exclusionary social norms. Further, we describe the operations of normalcy in nursing academe, discuss implications for education and health care, and consider avenues for change. [ABSTRACT FROM AUTHOR]

• Artificial intelligence platforms, such as ChatGPT, offer novel opportunities to support students and educators in NCLEX item development. • To utilize the current software for NCLEX item development, faculty must enter very specific prompts and rigorously vet the results. • Students will need faculty engagement to derive benefits from the current software. Artificial intelligence platforms, such as ChatGPT 3.5, can provide an opportunity to support faculty and students in the effort to prepare students for the NextGen (NGN) National Council Licensure Examination (NCLEX). Evaluation of the software uncovered strategies to support faculty in using CHATGPT 3.5 to generate NCLEX style questions, but not all NGN item types were supported. The current limitations of the software require faculty to carefully evaluate and revise the ChatGPT 3.5 output before student use, as the questions derived often lacked rigor and were written at the knowledge level. Based on these limitations, it is not recommended that students use the software independently. Faculty can support student use of ChatGPT 3.5 by creating guidelines for use of the product that include independent student verification of the accuracy of the ChatGPT 3.5 output. [ABSTRACT FROM AUTHOR]

AIM The aim of the study was to explore relationships between perceived faculty support and prevalence of severe/extremely severe depression, anxiety, and stress levels among undergraduate baccalaureate nursing students. BACKGROUND Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support. METHOD A mixed-methods design was used for this descriptive, cross-sectional study. A national convenience sample of 1,163 undergraduate baccalaureate nursing students completed the Depression, Anxiety and Stress Scale-21, Perceived Faculty Support Scale, and a demographic questionnaire. Emerging themes in the qualitative data were identified. RESULTS Nearly 54 percent of nursing students suffered from severe/extremely severe depression, anxiety, or stress. Faculty support was critical to nursing student mental health well-being. CONCLUSION This multisite study provides a better understanding of the enormity of psychological distress among undergraduate baccalaureate nursing students and emphasizes the immediate need for faculty to provide necessary support to this vulnerable student population. [ABSTRACT FROM AUTHOR]

Background: The Educators and Educator Candidates' Competence in Digital Pedagogy instrument needed to be tested before using it in nursing education. Purpose: This study describes the further testing of this instrument to measure nurse educators' digital competence. Methods: The study is reported according to the 7 steps of the MEASURE Approach. Psychometric testing was conducted with a sample of 111 Finnish nurse educators from 9 universities of applied sciences. The study was conducted during the years 2020 and 2023. Results: The exploratory factor analysis results explained 56% of the variance with 3 factors, including 20 items. The factors were labeled to describe the nurse educators' digital competence: implementing appropriate independent and community learning, acting safely and responsibly, and guiding learning based on the evidence. Cronbach α and McDonald ω coefficients showed good reliability. Conclusions: The instrument can be used to assess digital competence and identify the development needs to facilitate educators' continuous professional development. [ABSTRACT FROM AUTHOR]

Background: Due to the nursing faculty shortage, expert clinical nurses are working as novice clinical instructors (CIs). Orientation is needed to prepare these nurses to teach; however, lack of evidence-based guidelines for orientation programs can lead to variability among institutions. Purpose: The purpose of this study was to describe clinical nursing faculty orientation practices in the United States Methods: A descriptive convergent mixed methods design was used. Results: One hundred thirteen CIs participated. Of these, 70.8% were not provided with a formal orientation to their role. Duration, modality, and content varied widely among orientations. Four themes were derived from the qualitative data: Administrative Requirements, Transition to Clinical Educator, Mentorship, and Resilience. Conclusions: Clinical faculty orientation practices vary widely in the United States. Evidence-based guidelines are needed to streamline orientations to provide CIs with the requisite knowledge and skills to support clinical students. [ABSTRACT FROM AUTHOR]

Abstract Background Nursing educators play a critical role in training future nurses, and high turnover can disrupt the training quality and process. This study identified the institutional and personal factors influencing Canadian nursing educators’ job satisfaction and turnover intention. Methods This cross-sectional study used an online survey to obtain the levels of job satisfaction, turnover intention, role description, and institutional and personal/demographic characteristics of nursing faculty across Canadian institutions. Data were analysed using descriptive statistics, chi-square, bivariate linear regression, and hierarchical linear regression. Results A total of 645 participants, with a mean ± SD age of 48.82 ± 10.11 years, returned a completed questionnaire. The average/maximum job satisfaction and turnover intention scores were 12.59/20 ± 3.96 and 6.50/15 ± 3.05, respectively. Higher job satisfaction was significantly associated with lower turnover intention (β=-0.559, p

Background: Nursing educators play a critical role in training future nurses, and high turnover can disrupt the training quality and process. This study identified the institutional and personal factors influencing Canadian nursing educators' job satisfaction and turnover intention. Methods: This cross-sectional study used an online survey to obtain the levels of job satisfaction, turnover intention, role description, and institutional and personal/demographic characteristics of nursing faculty across Canadian institutions. Data were analysed using descriptive statistics, chi-square, bivariate linear regression, and hierarchical linear regression. Results: A total of 645 participants, with a mean ± SD age of 48.82 ± 10.11 years, returned a completed questionnaire. The average/maximum job satisfaction and turnover intention scores were 12.59/20 ± 3.96 and 6.50/15 ± 3.05, respectively. Higher job satisfaction was significantly associated with lower turnover intention (β=-0.559, p < 0.001). The multivariate analysis showed that having a partner or being married (β = 0.086, p = 0.031), working ≤ 40 h weekly (β=-0.235, p < 0.001), teaching ≤ 4 courses annually (β=-0.115, p = 0.007), and having higher than bachelor's degree qualification (β=-0.091, p = 0.042) predicted high job satisfaction, while high turnover intention was associated with faculty in the Prairie region (β = 0.135, p = 0.006) and working ≥ 41 h weekly (β = 0.151, p = 0.001). Conclusion: Having a partner, manageable workload, and advanced qualifications positively influenced job satisfaction, while high turnover intention was associated with high workloads. Institutions may benefit from ensuring proportionate faculty workloads, fostering career advancement, and providing robust support systems that can stabilise the workforce and preserve the quality of nursing education. [ABSTRACT FROM AUTHOR]

Background: Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment. Aims: The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods. Methods: Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States. Results: The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance. Conclusion: Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety. [ABSTRACT FROM AUTHOR]

AIM The purpose of this qualitative study was twofold: 1) explore factors contributing to the shortage of academic nurse educators (ANEs) and 2) identify opportunities to address these factors from the perspectives of nursing education institutions. BACKGROUND The nurse faculty shortage is a major national concern, with inadequate recruitment and retention. Addressing the nursing faculty shortage is important to maintain a sustained nursing workforce. METHOD Using a nominal group technique (NGT), a group of 45 diverse nurse educators from across the United States formed a virtual workgroup. RESULTS Findings led to an action plan formulated to guide educational institutions with ways to decrease the ANE shortage through recruitment and retention. CONCLUSION The evidence demonstrates the need for educational institutions to concentrate efforts on recruiting and retaining ANEs to combat the nursing shortage. The analysis offers recommendations to institutions to increase the number of qualified ANEs. [ABSTRACT FROM AUTHOR]

Background: Nursing faculty and clinicians are leaving the profession due to increased workload and burnout. Evidence-based interventions to build skills in resilience and well-being are encouraged; however, strategies to implement them in nursing curricula and nurse residency programs (NRPs) are not well known. Purpose: To understand the current state of resilience, well-being, and ethics content in the curriculum in schools of nursing and NRPs in the state of Maryland as part of a statewide initiative for Renewal, Resilience and Retention of Maryland Nurses (R³). Methods: A descriptive survey was distributed to leaders of all Maryland nursing schools and NRP directors. Results: Respondents (n = 67) reported minimal resilience, well-being, and ethics content. Teaching modalities included lecture, journaling, mindfulness, and the code of ethics. Barriers included lack of faculty knowledge, low priority, time constraints, and limited resources. Conclusion: Resilience, well-being, and ethics content is limited in nursing curricula. Developing educator skills and best practices to foster resilience and ethical practice are needed. [ABSTRACT FROM AUTHOR]

Background Aim Design and method Results Conclusion Implications for nursing and health policy Greening organizations have become a top priority for decision‐makers in the 21st century. Psychological ownership can be improved through responsible administration, which, in turn, improves green behavior.Investigating the mediating role of psychological ownership in the relationship between green human resources management (HRM) and green behavior among nursing faculty.A correlational analytical research design was utilized to conduct the study following the STROBE guidelines. A convenience sample of 204 academic staff was used. Four data collection tools were used: sociodemographic characteristics, the green HRM questionnaire, the Psychological Ownership Scale, and the Green Behaviour Scale.Faculty members who perceive strong green HRM practices are more likely to have heightened psychological ownership, positively influencing their engagement in green behavior. Conversely, weaker perceptions of green HRM are associated with lower levels of green behavior. Psychological ownership was found to act as a partial mediator between green HRM and green behavior. Even when considering the influence of psychological ownership, green HRM has a significant and direct impact on green behavior.Faculty members who perceive a high level of green HRM practices are more likely to have a high level of psychological ownership that, in turn, influences their green behavior.Workshops on psychological ownership and green behavior can foster environmental sustainability. Policies should integrate green HRM practices into nursing education and healthcare facilities, recognizing psychological ownership's role. Incentivizing green initiatives can motivate staff, aligning with broader conservation goals. Encouraging an ethos of environmental stewardship benefits both the healthcare and sustainable development agendas. [ABSTRACT FROM AUTHOR]

Background: Being aware of elevated levels of student psychological distress by nursing faculty, and subsequently responding to it, may diminish nursing students' experience of negative mental health well-being. Purpose: Relationships between perceived faculty support, resiliency, and the prevalence of depression, anxiety, and stress among undergraduate nursing students were explored. Methods: An exploratory mixed-methods design was used for this descriptive, cross-sectional study. The Depression, Anxiety, and Stress Scale-21, Brief Resilience Scale, Perceived Faculty Support Scale, a demographic questionnaire, and open-ended questions were used to collect data. A convenience sample of 989 undergraduate baccalaureate nursing students from across the United States completed the surveys. Results: Study results revealed resilience strategies and psychological and functional supportive faculty behaviors and actions are substantial predictors of lower depression, anxiety, and stress in undergraduate baccalaureate nursing students. Conclusions: Investments in faculty development to support nursing student resilience may reduce the degree of negative mental health well-being that students exhibit related to nursing education and promote their successful transition to nursing practice. [ABSTRACT FROM AUTHOR]

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The five-year rule must die. Despite an extensive literature search, the origins of the five-year rule remain unknown. In an era when the nursing profession is so focused on evidence-based practice, any approach that arbitrarily limits literature searches to articles published in the previous five years lacks scientific basis. We explore some reasons for the pervasiveness of the practice and suggest that librarians need to engage with nursing faculty, who are well-positioned to be change agents in this practice. [ABSTRACT FROM AUTHOR]

Background: Despite increases in nursing faculty diversity, representation is lacking in positions of higher faculty rank. Challenges for minority faculty include decreased awareness of promotion standards, less mentoring, and increased stress from being the sole representative of their respective underrepresented population. Methods: The purpose of this study was to determine the racial, ethnic, and gender composition of neonatal nurse practitioner (NNP) faculty in the United States. A nonexperimental survey was sent to all accredited NNP programs to describe demographics of NNP faculty in the United State. Results: Of the 128 survey participants, 84% selfidentified as White. Forty-eight of the participants ranked Professor or Associate professor wereWhite. In contrast, all other races only had 8 respondents who were of the higher faculty ranks. There were only 2 male participants; one identified as full professor and one as associate professor. Conclusion: Limitations of this project included a small sample size leading to an inability to determine statistical significance. Previous evidence supports decreased diversity in higher faculty rank in other healthcare providers and the results of this study add to that body of literature. Barriers to increased diversification need to be rectified to ensure health equity to all patients. [ABSTRACT FROM AUTHOR]

• There is a lack of guidance to foster civility in accreditation activities. • This article provides strategies to improve civility during accreditation. • Promoting civility during accreditation enhances educational quality and outcomes. Nursing accreditation demonstrates that educational programs meet expected quality standards while also helping to ensure programs prepare caring and skilled nurses who positively impact healthcare. However, due to the stressful, high-stakes nature of accreditation processes, as well as factors that influence nursing faculty, activities may lead to aggressive behaviors. Aggressions during accreditation processes contribute to negative outcomes such as adverse accreditation actions that ultimately impact individuals, programs, and organizations. This article offers strategies that nursing faculty, whether participating in accreditation activities at their employing institution or serving as peer reviewers for an accrediting organization, can use to promote civility and community. Respectful, cooperative approaches applied throughout accreditation activities help enhance program outcomes. [ABSTRACT FROM AUTHOR]

Our study explored the experiences of fully online nursing faculty during COVID-19. Using Mezirow's transformative learning theory and Hoggan's typology as our framework, we engaged in qualitative hermeneutic phenomenology, interviewing 10 online nursing faculty members to learn about their experiences teaching online during the pandemic. Results from our findings suggest COVID-19 was a collective disorienting dilemma. While working through this disorienting dilemma, faculty discovered the importance of both collaboration and professional development in the sense-making process. Furthermore, faculty pedagogical practices transformed as flexibility and compassion emerged as a necessary part of supporting students during the pandemic. [ABSTRACT FROM AUTHOR]

Intent to stay is a helpful indicator in predicting the turnover rate of nursing faculty members in academia. This descriptive, cross-sectional study aimed to identify the factors influencing nursing faculty members' intent to stay. The sample consisted of 350 nursing faculty members randomly selected from 53 nursing and midwifery training schools in Myanmar. Data were collected between June and October 2021. The eight instruments used showed satisfactory (0.80-1.00) for validity and (0.86-0.96) for reliability. Data were analyzed by descriptive statistics and structural equation modeling (SEM). The final modified model of intent to stay fit the empirical data and explained 81.30% of total variance for intent to stay. SEM revealed that job satisfaction and organizational commitment directly affected intent to stay; transformational leadership, job autonomy, and perceived organizational support indirectly affected intent to stay; and workload, age, and job stress, directly and indirectly, affected intent to stay. These results suggest nursing administrators and nursing leaders to develop appropriate strategies or design interventions for enhancing nursing faculty members' intent to stay. [ABSTRACT FROM AUTHOR]

Aim: To integrate research literature regarding careers, career development and factors influencing the career development of doctorally prepared nurses. Design: An integrative review. Data Sources: Medline, CINAHL and Embase were searched in June 2022 without time restrictions. Methods: Peer-reviewed empirical publications written in English with different types of study designs were included. Two researchers independently applied eligibility criteria, selected studies and conducted quality appraisals using Joanna Briggs checklists. Data were extracted and analysed using a convergent integrated approach with thematic analysis. Themes were established within three categories based on the research questions: career, career development and factors influencing career development. Results: Twenty-two studies were included. Nine themes were identified. One theme regarding careers describes that doctorally prepared nurses need to prioritize work within different positions. The two themes focusing on career development described the need to determine career goals after the doctorate and further develop competencies. Six themes described factors influencing career development: 'Intrinsic motivation to improve health care and nursing education', 'Available support sources', 'Professional development programmes', 'Work-- life balance', 'Organizational infrastructures for career advancement' and 'Competition and hostile treatment among colleagues'. Conclusion: Limited knowledge of the careers and career development of doctorally prepared nurses was found. Doctorally prepared nurses need to balance work with various part-time positions. Careers and career development could be supported by the development of structures for career advancement as well as supportive working environments. Impact: Doctorally prepared nurses with strong careers are important to health care and nursing as they generate and implement new knowledge into clinical practice and thereby support the improvement of (nursing) care and patient outcomes. This study provides considerations towards strengthening the careers of doctorally prepared nurses. Reporting Method: PRISMA. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Background: Development of skills in peer-to-peer feedback in multicultural and global contexts is important to excellent teaching practice in nursing education. Purpose: This study identified student attitudes toward giving and receiving peer-to-peer feedback between international peers in a graduate-level online instructional design course. Methods: Twenty-one graduate nursing students in 2 nurse educator programs from the United States and Finland participated in this descriptive study. Pre- and postcourse Feedback Orientation Scale (FOS) scores were analyzed in combination with student reflections on learning experiences related to peer-review course activities. Results: Mean pre- to postcourse overall FOS scores increased, suggesting greater student receptiveness to peer feedback, particularly in the dimensions of utility and self-efficacy. Postcourse reflections demonstrated increased appreciation for opportunities to triangulate feedback from multiple, diverse sources. Conclusions: Opportunities for graduate students in nurse educator programs to exchange peer-to-peer feedback with international peers foster growth in positive attitudes toward receiving and using peer feedback. [ABSTRACT FROM AUTHOR]

Manal SA Hakami Nursing Department, Al-Baha University, Al-Baha, Saudi ArabiaCorrespondence: Manal SA Hakami, Nursing Department, Al-Baha University, Al-Baha, 8088, Saudi Arabia, Tel +966566282822, Email msalem@bu.edu.saObjective: Publication in highly indexed journals is a complicated process that requires research skills, including writing, conceptualizing, and communication skills, to appropriately verbalize the findings. The current study assessed the barriers faced by nursing faculty at Saudi universities in conducting scientific research and publishing in highly indexed journals.Methods: This was a descriptive, cross-sectional study. Data were collected through convenience sampling by sending an online questionnaire to faculty members at Saudi universities. The questionnaire consisted of two parts: the first part for the demographic characteristics of staff and another part for the barriers associated with conducting scientific research and the publication process in highly indexed journals. The data was analyzed by SPSS using descriptive statistics as frequencies and percentages and inferential statistics using Chi Square test.Results: The study included 152 participants, mainly female (70.4%) aged 30– 40 years (73.7%). Most were non-Saudi (90.1%), attended government universities (82.9%), and specialized in Medical & Surgical Nursing (29.6%). Only 3.9% received publishing training, whereas 55.9% had been published in indexed journals. Barriers included difficulties following guidelines, lack of research-writing knowledge, language challenges, and financial constraints. Gender, age, university, qualifications, and training courses influenced these barriers.Conclusion: The identified barriers included lack of training, language-related challenges, and work pressures. This study emphasizes the importance of providing support, resources, and training opportunities to overcome these barriers and enhance research productivity in the nursing field.Keywords: scientific research, publishing, nursing faculty, Saudi universities

Accessible Summary: What is known on the subject?: Anxiety is common in women, nurses and nurse educators and can negatively impact overall mental well‐being and work–life satisfaction.Anxiety increased during the COVID‐19 pandemic.Hope is a personal resource that can be employed to help cope with anxiety.Professional identity, 'our why', is important to recognize and revisit as a way to add value to daily work in anxious times. What this paper adds to existing knowledge?: Compassion fatigue has contributed to burnout and turnover of nurses and nursing faculty.Knowing our 'why' helps understand the motivation in our work.Using hope as a personal resource, and sharing my lived experience, could be useful to other nursing faculty struggling with anxiety. What are the implications for mental health nursing?: There is a need for mental health resources within healthcare and education systems to support nurses and nurse educators not only during the COVID‐19 pandemic but through future healthcare crises.Support programmes and interventions need to be developed to sustain and retain both nurses and nursing faculty. Background: Providing patient care and nurse education in today's healthcare environment is high‐stress, often resulting in high‐anxiety among both nurses and nurse educators. The impact of the COVID‐19 pandemic on nurse faculty is largely unexplored. Aims: The aim was to share the experience of living and work working with anxiety in the nurse faculty role during the COVID‐19 pandemic. Materials & Methods: This is a lived experience narrative of one nurse faculty member. Results: Through daily purposeful self‐motivation and reflection, yoga, and brief outdoor respites, the author was able to strengthen professional identity, to see value in her work and to activate the personal resource of hope (Nursing Management, 52, 2021, 56; Journal of Occupational and Organizational Psychology, 93, 2020, 187). Discussion: 'Nursing faculty are essential to the profession' and likely experienced 'emotional exhaustion' during the pandemic (Nursing Education Perspectives, 42, 2021, 8) in their efforts to buoy students. It needs to be acknowledged that nursing faculty can experience anxiety, secondary trauma (International Journal of Environmental Research and Public Health, 17, 2020, 8358) and compassion fatigue, through listening to students' experiences and offering reinforcement during chaotic times. Conclusion: Little is known about what nursing faculty experienced as they attempted to support students (Nursing Education Perspectives, 42, 2021, 285). It is hoped that by sharing this lived experience, nurses and nurse faculty will understand how employing hope as a personal resource and re‐engaging with their professional identity will help them cope with the significant stresses that future healthcare pandemics or disasters may bring. [ABSTRACT FROM AUTHOR]

Background: Nurse practitioner (NP) program accreditation standards require that programs secure clinical placements for all students. As NP programs increase enrollment to meet the demand for primary care providers, it is vital that they deploy a formalized clinical placement process that ensures all students have a clinical placement. Problem: Although NP programs have consistently increased enrollment, the shortage of clinical sites and preceptors continues to be a barrier to admission. Approach: Described in this article is the operationalization of graduate nursing clinical placement at one large university with 7 NP tracks. Outcomes: A formalized clinical placement process ensures that all students receive an appropriate placement and graduate on time. Having a dedicated team of NP faculty members to provide clinical placements services for NP students is highly effective. [ABSTRACT FROM AUTHOR]

• No previous studies have been conducted in the United States to discover the palliative care self-competence of faculty who teach in prelicensure programs or to determine the integration of palliative care curricula within prelicensure nursing programs. • This study found a weak to moderate significant relationship between faculty participants' reported palliative care self-competency and the inclusion of the palliative care content in prelicensure programs, with no significant differences between ADN or BSN programs. • Curriculum and evaluation committees should explore the aims of this study within their programs and make appropriate recommendations for inclusion. Faculty should seek support for attending professional development through formal training programs. Hospice and palliative care are generally not taught in medical or nursing schools. The study aimed to discover the palliative care self-competence of pre-licensure nursing faculty and to establish if the palliative care competencies from the American Association of Colleges of Nursing are utilized within nursing programs in the United States (U.S.). Surveys (1710) were emailed to accredited programs using a systematic sampling plan, yielding a 4.3% response rate. Participants (N = 73), with 42% from associate degree (ADN) programs and 58% from baccalaureate (BSN) programs, reported they possessed the ability to meet the 17 palliative care competencies. Still, only ten of the 17 competencies were included in at least 75% of the programs. There were no statistically significant differences in perceived competence between faculty that taught in ADN compared to BSN programs (p = 0.138). A weak to moderate relationship was found between the faculty participants' reported palliative care self-competency and the presence of palliative care competencies in pre-licensure nursing programs in the U.S. The results suggest that faculty need staff development and display an urgency to re-invigorate the promotion of palliative care nursing education for faculty and students. [ABSTRACT FROM AUTHOR]

• What is currently known: Nursing schools turn away qualified applicants due in part of insufficient faculty. • What this paper adds to existing knowledge: A survey of associate degree programs identify challenges for nurse faculty. • How the information can be applied to practice: Strategies to recruit and retain faculty must be implemented. The nursing shortage is exacerbated by challenges in nursing education programs, notably a lack of faculty. Associate degree programs are crucial in mitigating this shortage, yet their staffing and compensation remains understudied. A national survey reported a growing faculty shortage, impacted by retirements and compensation disparities. Recommendations to address the workforce include equitable salaries, supportive work environments, and workload balance. [ABSTRACT FROM AUTHOR]

Healthy and supportive engagement between faculty and students is imperative for positive learning experiences. Multiple factors can impede engagement, including faculty burnout. After 30 years of teaching nursing, the author faced burnout. Based on student comments and Scripture, suggestions are made about character and teaching attributes that can positively adjust educator attitudes to enhance student learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to bring awareness to clinicians that are interested in pursuing a teaching career in schools of nursing in higher academic institutions. The paper aims to discuss the need-to know information to be successful in the academy. The target audience for this paper includes registered nurses, advanced practice registered nurses (APRNs), and newly hired instructors and/or assistant professors aspiring for an academic appointment in a university setting. [ABSTRACT FROM AUTHOR]

BackgroundThe need for faculty to educate prospective nurses is urgent: without sufficient nursing faculty, schools regularly reject qualified applicants, despite an increasing need for nurses. At the same time, many graduate-prepared nurses lack preparation in teaching and pedagogical frameworks.ProblemLiterature on how PhD programs in nursing prepare graduates for teaching indicates that there is typically more emphasis on research than pedagogical learning.ApproachWith the shift to remote learning under the COVID-19 pandemic, the University of California Irvine created a Graduate Fellows program to provide support to faculty while offering graduate students education in pedagogy and remote learning.OutcomesFellows were satisfied and reported increased understanding of challenges in teaching and increasing comfort with nurse faculty roles.ConclusionsThe collaborative efforts of fellows and faculty provided important resources at a critical time, and insights gained can inform similar projects in nursing faculty development.

Abstract Background Everyday, nursing students interact with culturally diverse clients. Nursing education recognizes that cultural competence is a necessary outcome of nursing programs. Nurse educators expect all nursing students to provide culturally congruent care to multicultural clients. Therefore, nurse educators must be culturally competent in order to prepare culturally competent nursing students for clinical practice. This study aimed to evaluate the effect of virtual training program on the cultural competence of academic nurse educators. Methods This randomized controlled study included nurse educators working in six nursing schools affiliated with medical universities of Kerman province in southeastern Iran. Sixty-nine nurse educators were randomly assigned to the intervention (n = 35) and control (n = 34) groups. The training program consisted of three 2-hour sessions for a month. Cultural Diversity Questionnaire for Nurse Educators Revised (CDQNE-R) was used to evaluate the cultural competence of educators before and one month after the virtual training program. Results Both the intervention (3.29 ± 0.58) and control (3.24 ± 0.58) groups demonstrated a similar level of cultural competence before the training program (t = 0.05, p = 0.95). After the training, the intervention group showed a significant increase in cultural competence (3.80 ± 0.7) compared to the control group (3.23 ± 0.67). This improvement resulted in culturally competent participants becoming culturally proficient, as evidenced by a large effect size (t = -4.76, p = 0.001). Conclusion The virtual training program had a positive impact on the cultural competence of nurse educators. Given the importance of cultural competence in nursing education, continuing education programs that focus on strengthening the cultural competence of nurse educators should be prioritized. The experiences gained from implementing virtual training programs can serve as a valuable resource for nurse educators seeking to enhance their cultural competence.

The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty's self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to explore nursing faculty's readiness to teach lesbian, gay, bisexual, transgender, queer or another sexual or gender minority (LGBTQ+) health-related care. BACKGROUND Care of diverse populations is encouraged by nursing organizations. Assessing faculty's readiness to teach this specific content is essential prior to educating student nurses. METHODWalker and Avant's eight-step approach was used to identify defining attributes, a model case, a borderline case, a contrary case, antecedents, consequences, empirical referents, and implications for nursing education. RESULTS Evaluation of the literature indicates nursing faculty's readiness to teach LGBTQ+ health-related care would include defining attributes of teaching methodology, knowledge, attitude, experience, education, and comfort. CONCLUSION When faculty members demonstrate readiness to teach LGBTQ+ health-related care, students will learn and be able to provide such care as appropriate. Hopefully, this will result in better patient outcomes and individualized care for patients who identify as LGBTQ+. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to investigate the relationship between gender and marginalization in nursing academia. BACKGROUND Men continue to be significantly underrepresented in nursing academia because they experience numerous barriers to their integration and success in the profession. METHOD A descriptive cross-sectional design was implemented in this pilot study to investigate differences in perceived marginalization between male versus female faculty teaching in Commission on Collegiate Nursing Education-accredited colleges. Marginality was measured using the Englund Marginality Index (EMI). RESULTSMale nursing faculty participants reported higher scores on the EMI (M =43.6, SD = 9.9) than female faculty (M =37.2, SD =9.6), t(1428) = 6.0, p <.001. CONCLUSION As the nursing faculty shortage continues to increase, it is imperative that leaders in nursing education steer their efforts toward attracting a more robust and diverse faculty population. [ABSTRACT FROM AUTHOR]

Background: Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. Purpose: The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). Methods: Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). Results: Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. Conclusion: The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML. [ABSTRACT FROM AUTHOR]

Background: Unclear guidance continues faculty role preparation for promoting students' successful transition to practice. Objectives: To examine nurse educator competencies and their role in students' transition to practice. Design: This study utilized Arksey and O'Malley's methodological framework for conducting a scoping review. The review is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR), including the PRISMA-ScR checklist. Methods: A comprehensive systematic search of MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for nurse educator competency. For the original search, no limitations were placed on dates. Two authors independently assessed eligibility via abstract review. The reference lists of the included studies were also examined. Results: Eleven articles were included in the review dating from 1992 to 2021. Three themes in the literature were identified by the authors: (1) the need for appropriate mentorship, (2) lack of preparation of educators who transition directly from clinical practice, and (3) lack of use and/or vague operationalization of the National League for Nursing nurse educator competencies. Conclusion: Evidence regarding requisite competencies of nurse educators is limited. Further research on the competencies required for nurse educators to facilitate successful student transitions to practice is needed. [ABSTRACT FROM AUTHOR]

Faculty of color are crucial to the development of a diverse nursing workforce but remain underrepresented in nursing academia. The purpose of this current study is to identify elements of support received and desired by nursing faculty of color for retention and promotion in academia. A semi-structured interview was used to collect data from 16 faculty of color from nursing schools across the United States. Conventional content analysis was used to identify emerging themes. An analysis of the interviews revealed six major themes pertaining to mechanisms of support for faculty of color: Instill inclusive excellence; value diversity in leadership; intentional faculty development; mentoring to belong; uniqueness of the lived experience; and harnessing the power of networks. This study identifies insights important to the support and development of a diverse nursing academia and discusses implications for academic institutions seeking to enhance support for nursing faculty of color. • Underrepresented faculty serve a role diversifying the healthcare workforce. • Faculty of color identify mechanisms of support for success in nursing academia. • Nursing academia must develop inclusive environments to further diversify academia. [ABSTRACT FROM AUTHOR]

Nurse faculty burnout is a growing concern in the United States. There are limited studies exploring the level of burnout in nursing faculty. To assess the prevalence of burnout among nurse faculty in undergraduate and graduate programs and its relationship with specific demographic and organizational variables. A descriptive cross-sectional research design was employed to examine the level of burnout of nursing faculty. An internet-based survey was administered to nursing faculty in over 1000 schools of nursing in the United States. Burnout was measured using the Oldenburg Burnout Inventory. A total of 3556 surveys were returned. Among all participants, most of the sample exhibited moderate levels of burnout, exhaustion, and disengagement. Based on the findings from the OBI, a moderate/high exhaustion level was reported in 85.5 % of participants, while disengagement was moderate/high in 84.9 %, and overall burnout was at moderate/high levels in 85.2 % of the nursing faculty. The nation's nurse faculty population is experiencing a moderate to high level of burnout, exhaustion, and disengagement. Academic nursing leaders are encouraged to identify ways and take action to reduce faculty burnout and promote faculty wellness and resilience. • Nurse faculty experienced moderate levels of exhaustion, disengagement, and burnout. • Highest burnout was among 35–54 year olds and assistant and associate professors. • Doctoral faculty reported highest levels of exhaustion, disengagement, and burnout. • Tenure track faculty reported higher exhaustion, burnout as compared to non-tenure. • Burnout and job satisfaction were inversely related. [ABSTRACT FROM AUTHOR]

There is limited research evidence to show that faculty-to-faculty incivility exists in nursing academia. This systematic literature review aimed to synthesize the current qualitative evidence on experiences of incivility between faculty colleagues. A meta-aggregation approach was applied according to guidelines established by the Joanna Briggs Institute. Studies published from inception to January 31, 2022 were searched from the databases including PubMed, CINAHL, Embase, Web of Science, SCOPUS, ERIC, PQDT, Ebook Central, and ProQuest Central Korea. Thirteen qualitative studies were included, resulting in the following six synthesized findings: (1) incivility tactics, (2) nursing academic environment that enabled incivility, (3) individual characteristics that aggravated incivility, (4) reactions to incivility, (5) coping strategies, and (6) impacts of incivility. Based on the synthesized findings listed above, this study offers the following four recommendations: (1) the academic culture should be improved, (2) institutional policies and procedures should be prepared, (3) faculty members should be educated on respectful communication skills, and (4) better mentoring programs should be provided to newcomers and novice faculty members. As all relevant studies were conducted in Western countries, it is important for future research to focus on issues pertaining to faculty-to-faculty incivility in Eastern culture. PROSPERO CRD42022321261. • Unique tactics and enabling environments exist in faculty incivility. • Certain individual characteristics may aggravate faculty incivility. • Faculty victims adopt active and passive strategies to cope with incivility. • Faculty incivility creating toxic work environment needs to be stopped immediately. [ABSTRACT FROM AUTHOR]