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Online courses are an integral part of nursing education programs. The responsibility for developing and teaching asynchronous online courses can be challenging, especially for neophyte educators. Two experienced educators discuss strategies for developing and enhancing selected aspects of asynchronous online courses. Practical, evidence-based aspects of designing, conducting, and evaluating vieb-based courses are presented. Examples from courses using WebCT are shown. [ABSTRACT FROM AUTHOR]

Because most new nurse academicians are prepared as expert clinicians, rather than as educators, they lack the skills and knowledge of effective teachers when they accept a position in an educational institution. In this article, the authors discuss a program in which graduate students being prepared as entry-level nurse educators have the opportunity to practice the art and science of teaching in a supervised environment in which seminar participants are their peers, novice faculty, and seasoned faculty. Teaching seminars conducted by graduate students are a successful component of faculty development in teaching. Graduate students, known as faculty interns, are able to share their newly acquired skills and lived experiences with novice faculty not prepared as nurse educators and seasoned faculty who need updates on current educational practices and strategies., (Copyright 2010, SLACK Incorporated.)

Given the nursing faculty shortage, innovative strategies are needed to attract and retain talented individuals in the academic setting. Mentoring programs have a positive effect on nursing clinicians turned educators. A successful mentoring relationship guides the neophyte educator into a successful teaching career through better adjustment and professional academic advancement. Ten essential ingredients of effective mentoring programs are presented based on the lived experience of a protégé and mentor and a review of mentoring literature. Positive outcomes of successful mentoring programs for the neophyte educator include a collegial relationship with the mentor, improved job satisfaction in a faculty role, improved quality of nursing education, and retention in the nursing education profession.