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Abstract
The lack of nursing faculty is negatively impacting the much-needed growth in the number of registered nurses needed in the United States, which is projected to increase alarmingly in the next five to six years. There are fewer programs that exist today to prepare nurses specifically to become nursing faculty so that the Registered Nurses (RNs) who may choose to become nursing faculty are doing so without specific training in education. There is a lack of support and preparation that could assist in the initial transition period, leaving new nursing faculty to struggle. Faculty development via online modules would go a long way to assist novice nursing faculty to use the tools and resources available to transition to become expert nurse faculty. While there has been research on the benefits of orientation programs, mentoring processes, and academic preparation, there has been little mention in the literature on practical approaches to supporting nursing faculty during their transition.
The purpose of this dissertation study was to develop, explore and describe a faculty development program to assist novice nursing faculty to transition more smoothly into their new role. Pragmatism as a paradigm was the foundation for this research following a qualitative exploratory-descriptive approach. The findings of this study will add to the existing literature addressing the shortage of nursing faculty and will add a practical approach that can be replicated to improve outcomes for novice faculty across the country. It is hoped that this faculty development program will guide practice to support the transition of novice faculty that will assist Schools of Nursing in providing effective teaching and learning practice.
