Content area
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.]
Details
Needs Assessment;
Careers;
Mentors;
Professional Development Schools;
Academic Rank (Professional);
Literature Reviews;
Educational Development;
Leadership;
Data Collection;
Nursing Education;
School Demography;
College Faculty;
Racial Identification;
Student Promotion;
Reference Materials;
Skill Development;
Faculty Development;
Job Satisfaction;
Pedagogical Content Knowledge;
Data Analysis;
Evidence Based Practice;
Faculty Evaluation;
Deans;
Tenure