Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs

Melissa R Boellaard, Cheryl L Brandt, CeCelia R Zorn
Journal of Nursing Education 2015, 54 (6): 343-6

BACKGROUND: Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators.

METHOD: Data were collected online from ASBSN faculty (N = 93) across the midwestern United States.

RESULTS: Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored.

CONCLUSION: Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.].

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