<p>A role model may play an important role in an individual’s career, such as in the case of faculty of higher education. However, not much is known about how one perceives these role models in an academic setting. There is limited research into the unique attributes that distinguish between</p> <p>types of role models. Hence, this study attempts to better understand faculty role modelsand shed light onto those attributes which set them apart.</p> <p>The purpose of the study can be realized through two research questions, (1) What are some of the role models that academic faculty follow? and (2) What attributes do those role models possess? This study has iteratively developed surveys designed to elicit answers to these questions, and the survey responses will be used to promote a meaningful conversation about faculty role</p> <p>models. The results will contribute towards improving career development programs to create a positive impact on faculty effectiveness and success.</p>

The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.

Past literature has shown that nursing programs reported educators were at the novice or beginner level regarding use of technology and that there was a critical need for faculty development. There was a lack of current information on the perspectives of nurse faculty utilizing learning management systems. Learning management systems are being used within nursing education, faculty should be proficient implementing the technology, if not, students and faculty suffer. The purpose of this study was to understand how nursing faculty perceive the use and support for integrated online Learning Management System (LMS) technology, along with levels of self-efficacy, at the institution in which they work. The Bandura self-efficacy conceptual framework was used to explore nursing faculty perspectives on the use of LMS technology. A case study approach was used for this study to aid in identifying the perspective of nursing educators who have utilized LMS technology. Participants included 8 nursing faculty from 3 Southeastern Pennsylvania nursing program. Data sources consisted of online survey questions and telephone interviews. Survey data results were analyzed by means of central tendency. Transcriptions of interviews were analyzed using NVivo software for coding and identification of themes and patterns. The results revealed that nursing faculty did not seem to like their LMS platform; however, the majority of the faculty did consider the LMSs useful in providing materials to students and for posting grades, although faculty stated a desire for additional training and regular workshops on using LMSs. This research can contribute to positive social change by assisting stakeholders in best implementation of LMSs in student instructional practices.

A case-comparative mixed methods approach was used to discover how faculty members’ teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were conducted after the post survey was completed. Interview data found that faculty members developed a broader view of the potential of eportfolios. Participants also appreciated the long-term benefits that eportfolios would have on their students. However, when use was associated with accreditation standards, gains in student-centered perspectives were minimal. The study suggests cognitive apprenticeship as a model that explains the discovered findings and provides recommendations to administrators who are implementing eportfolios.

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This is a systematic review of the research data between 1995 and June 2013 concerning faculty development in the use of high-fidelity patient simulation for health professionals and students with a search of the following databases: CINAHL, Nursing and Allied Health Collection: Comprehensive, OVID Medline, ScienceDirect, PubMed, Scopus, and ProQuest Dissertation/Theses Database. The primary search terms were high-fidelity patient simulation and faculty development. Reference lists from relevant articles were also reviewed. Twenty-five studies were included for this review. The majority of the studies were surveys with a few quasi-experimental designs. The themes were similar to those found in the non-research literature: strengths, incentives, barriers, use of faculty champions/simulation coordinator, and faculty development. The validity and reliability differed by study. There are numerous incentives and barriers to the use of high-fidelity patient simulation by faculty. Several examples of faculty development programs have been described in the literature but little evaluation has taken place beyond the end of the program. The goal of the use of high-fidelity patient simulation is to enhance the student’s knowledge, skills, and critical thinking in the care of patients. It is essential that the faculty are competent to provide instruction with high-fidelity patient simulation and therefore, the efficacy of these developmental programs need closer attention.

Faculty expressed a need to improve knowledge and skills related to leading Doctor of Nursing Practice projects. A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses. Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis (M = 2.05, SD =0.88, p < .041) and Project Dissemination (M = 2.25, SD = 0.89, p < .046). The pilot project was a first step in assessing strategies for educating and mentoring faculty leading Doctor of Nursing Practice projects.

Background/Introduction: A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses.Purpose: The purpose of this project was to provide an intervention to promote faculty confidence when leading DNP projects. The objectives were to: assess faculty participants' self-perceived confidence regarding needed leading DNP projects, create and implement a faculty development program based on the responses, and evaluate the faculty perception of confidence post-intervention. Methods OR Process/Procedures: Participants completed a questionnaire to evaluate perception of confidence regarding leading student DNP projects. The intervention included didactic and individual mentoring, synchronous educational and guidance sessions, along with individual mentoring sessions. The sessions were provided at intervals over 10 months. Mentoring corresponded to DNP course progression. Key skills included project identification, evidence evaluation, frameworks, evidence critiques, methods, implementation, data analysis, and dissemination. Three to four months after the mentoring ended, participants were asked to rate their confidence on the same questionnaire.Results: Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis and Project Dissemination.Limitations: Limitations included, small sample size, questionnaire only tested for face validity, and drop-out rate over time.Conclusions: Mentoring while actively working with student projects is vital to apply concepts in real-time. Pairing junior faculty with senior faculty enhances experiential learning needed to effectively lead DNP projects. Sharing real-time feedback for each component of students' proposals and manuscripts allowed participants to observe mentors providing student guidance.

The Committee was charged with the responsibility for examining the need for change in pharmacy education and the models of leadership that would enable that change to occur across the academy. They also examined the question of faculty wellbeing in a time of change and made several recommendations and suggestions regarding both charges. Building upon the work of the previous Academic Affairs Committee, the 2018-19 AAC encourages the academy to implement new curricular models supporting personalized learning that creates engaged and lifelong learners. This will require transformational leadership and substantial investments in faculty development and new assessment strategies and resources. Recognizing that the magnitude of the recommended change will produce new stress on faculty, the committee identified the need for much additional work on student, faculty and leaders’ wellbeing, noting the limited amount of empirical evidence on pharmacy related to stress and resilience. That said, if faculty and administrators are not able to address personal and community wellbeing, their ability to support their students’ wellbeing will be compromised.

This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.