The Journal of nursing education · 2025
Faculty Development Needs in Southeastern Conference Nursing Schools.
СтатьяНазвание и аннотация: Перевод в очереди
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Niederhauser Victoria, Porche Demetrius, Prevost Suzanne, Sanford Julie, Popjoy Lori, Sarkar Anujit, Andrews Jeanette
Аннотация
BACKGROUND: This study examined nurse faculty members' teaching, scholarship, and professional development interests across Southeastern Conference (SEC) nursing schools, and evaluated differences in these needs associated with years in academia, tenure status, faculty rank, and Accountable Health Communities (AHC) versus non-AHC settings.
METHOD: Rosenthal and Stanberry's framework for faculty development provided the theoretical foundation for this cross-sectional study to explore topics of interests of faculty at 12 SEC nursing schools.
RESULTS: A total of 470 faculty responded to the online survey (57% response rate). Top interests in the categories of teaching, scholarship and research, and professional development items are discussed. There were significant differences in interests in all three categories and in rank, years in academia, tenure status, and place of employment.
CONCLUSION: To ensure the delivery of excellent academic nursing education, academic nursing leaders must promote and invest in faculty development as a critical nursing professional development action. [J Nurs Educ. 2025;64(1):7-14.].
METHOD: Rosenthal and Stanberry's framework for faculty development provided the theoretical foundation for this cross-sectional study to explore topics of interests of faculty at 12 SEC nursing schools.
RESULTS: A total of 470 faculty responded to the online survey (57% response rate). Top interests in the categories of teaching, scholarship and research, and professional development items are discussed. There were significant differences in interests in all three categories and in rank, years in academia, tenure status, and place of employment.
CONCLUSION: To ensure the delivery of excellent academic nursing education, academic nursing leaders must promote and invest in faculty development as a critical nursing professional development action. [J Nurs Educ. 2025;64(1):7-14.].