Browsing by Author "Seldomridge, Lisa A."
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- ItemAssessing climate change among faculty in academia: Perspectives of nursing administratorsJarosinski, Judith M.; Seldomridge, Lisa A.; Reid, Tina P. Brown; Willey, Jeffrey A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
In a qualitative study, we explored perspectives of administrators assessing the nursing faculty shortage and workplace-climate. Themes were: Onboarding; Changing expectations; The Elephant in the room ;and Making do, getting by which highlighted the negative impact of the nursing faculty shortage on healthy work environments. “Morale is low-people are frustrated.”
- ItemA comprehensive needs assessment to gauge the impact and extent of the nursing faculty shortage(2017-06-07) Jarosinski, Judith M.; Seldomridge, Lisa A.; Reid, Tina P. Brown; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Purpose: The aim of this presentation was to explore the use of a comprehensive needs assessment to identify common and unique issues related to the statewide shortage of undergraduate and graduate clinical nursing faculty;this project assessed current efforts and resources that are in place for recruitment, training and mentoring of clinical nursing faculty across the State.
Background: Globally, two factors impact the nurse faculty shortage and subsequent student enrollments: Economic migration contributing to a “brain drain” for many countries, and an aging nurse faculty force. (Gutierrez, Candela, & Carver, 2012; ICN, 2015; Newton, Pillay, & Higginbottom, 2012). In the United States the lack of experienced nurses in specific specialty areas and the later age nurses enter graduate schools, also contribute to the nurse faculty shortage (AACN, 2012). The Eastern Shore-Western Shore Faculty Initiative (ES-WSFI) created a needs assessment with the sole purpose of identifying issues related to the clinical nurse faculty shortage in Maryland, U.S.A. The needs assessment provided direction for planning and modifying current strategies addressing the nursing faculty shortage in regionally diverse nursing programs and is supported by a Maryland Higher Education System, Nurse Support Program-2 grant.
Methods: In collaboration with 12 universities, colleges and community colleges, a mixed-methods approach comprised of web-based surveys, faculty focus groups and interviews with deans/directors of nursing education programs was conducted over a two year period. The comprehensive needs assessment included establishment of relationships with prospective partners, collection of demographic information about partner programs (educational offerings, staffing needs by clinical specialty and level), compilation of existing approaches to address staffing needs, identification of untapped resources, and discussions with partners about gaps and possible solutions. A dedicated website was constructed to facilitate communication about the project not only among partner institutions but across the state. A password protected database has been created to house the results of the needs assessment. With statewide data available in a single place, future initiatives can be planned and implemented, maximizing efficiency and effectiveness in utilization of resources while addressing the need for increasing capacity across all levels of nursing education from associate degree through doctoral degrees.
Results:
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In undergraduate programs the majority of respondents agree or strongly agree there is inadequate clinical faculty for growth; in the graduate programs, only 1/3 of respondents agree there is inadequate clinical faculty for growth.
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In both undergraduate and graduate programs 75%-80% agree or strongly agree it is difficult to recruit from underrepresented groups. 69% of undergraduate programs find it difficult to retain faculty from underrepresented groups, while 50% of graduate programs find it difficult to retain faculty from underrepresented groups.
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Clinical specialties in greatest demand or representing the greatest need included: pediatrics, mental health (both acute and community-based), obstetrics and women’s health.
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The nurse faculty shortage indirectly impacts faculty member’s ability to mentor, engage in scholarship and meet increasingly stringent promotion requirements. “Everybody is stretched really, really thin”
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Despite concerted efforts to “grow our own” and by encouraging clinical specialists and alumni to teach on a part-time basis, these proactive initiatives to attract potential clinical faculty, as well as nationwide searches for nursing faculty, continue to be a challenge for most programs.
“We have 4-5 open positions at any given time; we are constantly serving on search committees.”
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Challenges confronting universities, colleges and community colleges differ regionally and programmatically.
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In this initiative, primary strategies currently in use to address the faculty shortage are incorporation of weekend clinical experiences or classes, hiring more clinical faculty and limiting the number of students that can be enrolled.
Conclusion: Current practices are insufficient to meet the growing need for nursing faculty. In order to maximize human capital, a renewed focus on twin strategies of attracting faculty and retaining current faculty must include incentives for seasoned faculty such as: increased salaries for experienced faculty, release time or reduced workloads to provide time for scholarship, as well as support strategies for research and mentorship. In order to attract nurses to academia, Nardi and Gyurko (2013) suggest the inception of international cooperatives that would make possible collaborative teaching and enhance the global attractiveness and reach of nursing. They caution that the diminishing pipeline of PhD prepared nurses provide few “role models with whom nursing students can work and emulate in the practice setting” (p. 320).
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- ItemDeveloping clinicians as faculty through statewide partnershipsSeldomridge, Lisa A.; Jarosinski, Judith M.; Reid, Tina P. Brown; Hauck, Brad; Payne, Beverly; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
A mixed method program evaluation was conducted to assess the success of a multi-faceted educational program to prepare expert clinicians as clinical faculty at various locations across Maryland.
- ItemDeveloping expert clinicians into clinical faculty: A mentoring-teaching experience(2016-03-17) Jarosinski, Judith M.; Brown Reid, Tina P.; Hinderer, Katherine A.; Seldomridge, Lisa A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Session presented on Monday, July 27, 2015:
Purpose: To prepare expert nurse clinicians to become educators through participation in a clinical faculty academy and mentorship program. The aim of the study was to explore the transition from the role of nurse clinician to nurse educator and the influence of mentoring in this process. Globally, nurse educators have identified the faculty shortage as central to the evolving nursing shortage. Recruitment and retention of highly qualified individuals, from diverse backgrounds, to teach students in clinical settings is challenging. Educating practicing nurse experts about the complexity of the clinical academic environment requires a multifaceted approach. Mentoring opportunities that are laissez-faire provide little structure for the mentee, whereas formalized mentoring experiences with clearly defined goals are far more beneficial to novice educators.
Methods: A mixed-methods design was used. Institutional review board approval was obtained. A diverse group of participants were selected from a competitive pool of applicants to a structured training and mentoring academy. Nurse clinicians participated in the Eastern Shore Faculty Academy and Mentoring Initiative (ES-FAMI), a regional hybrid educational program, incorporating a partnership of three schools of nursing in the region. The ES-FAMI experience included face-to-face meetings, interactive online modules, simulated clinical teaching experiences, and mentoring experiences. Upon completion of the didactic program, academy graduates completed the Academy Experience Evaluation (AEE) tool electronically through a learning management system. The AEE included 13 multiple choice items on a 5-point Likert scale (higher scores indicating greater satisfaction) and four additional open-ended questions. Space was included after each question for comments. Four focus groups were held annually to evaluate the program. Additionally, all participants who had completed the ES-FAMI course were invited to return or a mentorship session and mentorship focus group. A focus group methodology was selected for data collection since it offers interaction among group members who can provide in-depth data, not always elicited through surveys and interviews. Quantitative data were analyzed using descriptive statistics. In order to enhance and expand the findings of the larger study, and to provide a broader meaning of the experience related to the quantitative study, a Heidegerrian, interpretive, perspective was chosen for qualitative data analysis. With participant permission, mentorship focus group conversations were audio-taped and transcribed. The interpretive analytic method of Dieklemann, Allen, and Tanner (1989) method was used. This interpretive method involved a hermeneutic research team whose goal was to provide written interpretations of the groups' discussions. The focus group question was limited to one question with two parts, with follow up questions and probes asked throughout the session.
Results: Over a three year period, a total of six academies with 32 participants were held. Twenty-six of the 32 participants completed the AEE for an 81.3% response rate. Thirty (93.8%) of the participants were female. Slightly more than half of the participants were Caucasian (n=18, 56.3%), with 37.6% (n=12) of academy graduates were from diverse, underrepresented groups including male and non-white racial backgrounds. Age ranged from 23 to 56 years with a mean age of 38.79 (SD = 8.48). At the time of academy participation, most participants had no clinical teaching experience. To date, 25 of 32 academy graduates have taught a clinical course for one of the partner schools. Responses on the AEE revealed an overall positive experience with the ES-FAMI program. Of the multiple choice items, mean scores ranged from 4.40(+.50) to 4.76(+.52). The highest scoring items on the AEE related to applicability of the modules to clinical faculty role, simulation experience preparing for clinical faculty role, and ability to identify potential problematic student issues. In open-ended responses, participants identified mentoring opportunities as integral to their learning. In the mentoring focus group, nurse clinicians provided detailed first-person descriptions of their fears concerning student problems, their self-perceived ability to teach in a clinical setting and ability to adequately evaluate nursing students. Emergent themes included: Theme 1: Collaborating with peers. This theme depicted the teamwork that ensued as participants helped each other and eventually developed an informal network of support. Theme 2: Putting it all together. This theme described the mentor/mentee relationship as integral to participant's personal transition in becoming educators. Theme 3: Mentorship as a sounding board, identified participants' own cognitive and emotional search as they thought about their teaching future, and their expectations. Theme 4: Learning is continuous, focused on participants' desire to continue the mentorship process.
Conclusion: The findings of this study have global implications for nursing education. Helping clinicians actualize the faculty role through education and mentoring partnerships not only is a personal gain, but also provides the academic setting with a pool of talented clinical educators. We have found on a local and regional level, a structured mentorship format strengthens the transition from clinician to nursing academia. In teaching today's students, participants found they had to learn new skills, develop new expectations, and adjust previous expectations. The themes identified, demonstrated this push and pull in the mentorship process, but also provided a picture of what happens when mentorship works.
- ItemEnhancing interprofessional collaboration of nursing students through curricular integration of standardized patient experiencesAllen, Kimberly D.; Hart, Jennifer; Webster, Debra A.; Seldomridge, Lisa A.; Joyner, Robert L. Jr.; Hinderer, Katherine A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Learn how Standardized Patient Experiences (SPEs) focused on interprofessional collaboration designed for senior nursing leadership students were transitioned into junior level nursing curriculum. Use of SPEs to promote essential leadership competencies earlier in the nursing curriculum afford students increased confidence to draw upon in future clinical settings.
- ItemEnhancing mental health nursing practice through leadership development in undergraduate nursing students using standardized patientsWilley, Amanda J.; Webster, Debra A.; Seldomridge, Lisa A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Experiences with standardized patients, community members trained to portray a particular condition or patient case, foster improvement in clinical and interpersonal skills. This project evaluated the effectiveness of using standardized patient experiences (SPEs) in promoting leadership skill development among undergraduate nursing students.
- ItemImproving nursing students' knowledge and attitudes toward mental illness using standardized patients(2018-03-29) Webster, Debra A.; Willey, Amanda J.; Seldomridge, Lisa A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
The MAKS 10 tool was used to evaluate changes in nursing students knowledge of and attitudes toward mental illness after engaging in simulations with standardized patients. This session will provide the attendee with an overview of the study, results, and implications for nurse educators.
- ItemThe influence of low- and high-fidelity simulations on nursing students' self-confidence, knowledge, and satisfactionMilligan, Teena M.; Freda, Kaynabess R.; Seldomridge, Lisa A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
A single-site study to seek understanding of how low and high-fidelity simulation experiences for first-year baccalaureate nursing students influenced student perceived self-confidence, knowledge about how to care for a patient with a particular condition, and satisfaction with learning using this pedagogy.
- ItemLeadNursingForward.org: A free web-based resource to develop nurse faculty and address the national shortageFreda, Kaynabess R.; Seldomridge, Lisa A.; Jarosinski, Judith M.; Johnson, Abigail; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
LeadNursingForward.org is a beneficial 'one-stop shop' that provides personal narratives, resources, opportunities, and nurse educator positions for nurses interested in advancing their career in nursing education.
- ItemLeadNursingForward.org: A one-stop web resource to address the nursing faculty shortageSeldomridge, Lisa A.; Jarosinski, Judith M.; Freda, Kaynabess R.; Johnson, Abigail; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
A needs assessment explored issues related to the nurse faculty shortage finding that a single information source to learn about the educator role, paths to advanced degrees, and available educator positions was needed. A one-stop web portal was developed to provide accurate information and promote the image of nurse educators.
- ItemLeadNursingForward.org: Development of a web resource to address the nursing faculty shortageSeldomridge, Lisa A.; Jarosinski, Judith M.; Freda, Kaynabess R.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
To address concerns about the nursing and nursing faculty shortage, a web portal was developed to provide a one-stop-shop for information about becoming a nurse educator, educational pathways, and types of educator positions. Multiple interactive features allow job seekers to find educator positions in academic settings and healthcare organizations.
- ItemLearning how to teach: Using simulations to prepare new clinical faculty(2018-03-28) Seldomridge, Lisa A.; Jarosinski, Judith M.; Reid, Tina P. Brown; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
The aim of this study was to explore the effectiveness of simulated teaching encounters using standardized “students” as part of a hybrid educational experience to prepare expert nurse clinicians for new roles as part-time clinical faculty. Data from three simulation sessions (n = 21 participants) will be presented.
- ItemThe Nurse Educator Doctoral Grant (NEDG) Program: Promoting doctoral degree completion in MarylandDaw, Peggy E.; Seldomridge, Lisa A.; Maryland Higher Education Commission, Baltimore, Maryland, USA; Beta Nu
This research evaluates outcomes of the Maryland Nurse Educator Doctoral Grants for Practice and Dissertation Research (NEDG) 2013-2019 including awardee sociodemographic profiles, degree type, student debt-load, and retention in faculty role among others.
- ItemNursing administrators perspective of the nurse faculty shortage in their schools: A "bird's eye view"Jarosinski, Judith M.; Seldomridge, Lisa A.; Reid, Tina P. Brown; Willey, Jeffrey A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
This qualitative research explored the experience of the nurse faculty shortage from the perspective of nursing administrators from community colleges and baccalaureate nursing programs. Four themes emerged reflecting how administrators are managing current challenges related to recruitment and retention of faculty.
- ItemThe nursing faculty shortage in Maryland: Findings of a statewide needs assessment(2018-03-22) Seldomridge, Lisa A.; Jarosinski, Judith M.; Reid, Tina P. Brown; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
The aim of this project was to explore common and unique issues related to the nursing faculty shortage in Maryland using a comprehensive needs assessment. Quantitative findings from twelve programs will be presented along with recommendations for future statewide initiatives.
- ItemOutcomes of a structured mentorship program for expert clinicians in new roles as clinical facultyJarosinski, Judith M.; Seldomridge, Lisa A.; Reid, Tina P. Brown; Hauck, Brad; Payne, Beverly; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
A mentorship program is a necessary component for the preparation of expert clinicians. The purpose of this research was to evaluate various aspects of the one-to-one mentorship experience. Mentor/mentee focus group data was used to uncover perspectives of this formal mentorship experience using a qualitative approach.
- ItemPreparing nurses to communicate and lead: Using toolkits and standardized patient experiencesWebster, Debra A.; Seldomridge, Lisa A.; Willey, Amanda J.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
This session describes development of toolkits, complete web-based learning modules, along with standardized patient experiences with live actors, to teach communication and leadership skills to undergraduate nursing students enrolled in a mental health nursing course. Toolkits provide consistent experiences in a safe and controlled environment.
- ItemA structured mentorship program to support expert clinicians in new roles as clinical faculty(2017-06-16) Seldomridge, Lisa A.; Jarosinski, Judith M.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Purpose: The international shortage of qualified nursing faculty has been identified as a key factor in the inability to educate additional students to become registered nurses (Nardi & Gyurko, 2015) and was a focus of the 2010 Sigma Theta Tau International and International Council of Nurses summit (International Summit, 2010). Because the faculty shortage is the result of multiple, decades-old problems, solutions must be coordinated and comprehensive (Kowalski & Kelly, 2013).
One solution to the nurse faculty shortage is the recruitment, training, and mentoring of expert clinicians to become part-time clinical teachers (Hinderer, Jarosinski, Seldomridge, & Reid, 2015). The aim of this program, the Eastern Shore Faculty Academy and Mentorship Initiative (ES-FAMI), was to develop a diverse group of new clinical faculty and support them through the transition from clinician to educator. The Academy provided a foundation in educational theory, legal aspects of clinical teaching, methods of providing formative and summative feedback, and strategies for dealing with difficult students using a variety of face-to-face, online, and simulation activities. Upon completion of the Academy, a year-long structured one-to-one mentorship experience was offered to graduates. Mentoring opportunities that are laissez-faire provide little structure for the mentee, whereas formalized mentoring experiences with clearly defined goals are far more beneficial to novice educators (Cunningham, 2016; University of Melbourne, 2012). By pairing novice teachers with expert nursing faculty from one of the three area nursing programs, additional support and professional development was provided to assist the novices through their first teaching assignments. The purpose of this research was to evaluate various aspects of the structured, comprehensive, one-to-one mentorship experience.
Methods: A review of the literature was undertaken to identify best practices for structured mentorship programs. Using this information, the team developed a web-based Mentorship Resource site containing all training materials, survey instruments, and resources needed for the program. After approval by the University Committee on Human Research, prospective mentors and mentees completed several instruments to assist in the matching process. Mentors also completed an online training module and 2 hour face-to-face training. Mentees completed a 1/1/2 hour orientation to the mentorship program, expectations, and responsibilities. Mentor-mentee pairs completed a mentorship agreement stipulating their goals, meeting arrangements, and expectations for confidentiality and feedback. Data were collected on the focus and method of each contact. Information on mentor and mentee satisfaction with the mentorship experience were collected after 6 months and again at 1 year.
Results: Data from 12 matches support a need for careful matching of mentors and mentees, separate training of mentors and mentees to prepare them for the mentorship experience, flexibility in meeting the expectation for twice per month contacts, development of separate resource websites for mentors and mentees, and open communication with program participants to problem-solve along the way.
Conclusion: A structured, comprehensive mentorship program is a necessary component of the preparation of expert clinicians as new nursing faculty and can be implemented in any nursing program regardless of geographic location. Since it takes one full-time faculty to produce six graduates per year who in turn provide $704,000 in annual health care services (Kowalski & Kelly, 2013), assuring a successful transition to the role of clinical teacher is a sensible investment. Though it requires time and effort to develop, implement, and evaluate, an extended mentorship experience may be the missing link in supporting new clinical teachers through their first teaching assignments. This new model for professional development can add to the number of available nursing faculty and enhance “nursing’s capacity to meet global healthcare needs” (Nardi & Gyurko, 2013, p. 324). The role of mentoring is vital in the advancement of individual nurses as well as the advancement of the profession as a whole (Institute of Medicine, 2010).
- ItemUsing the tools of technology to increase access to doctoral education: Best practices in distance education(2016-03-21) Willey, Jeffrey A.; Seldomridge, Lisa A.; Salisbury University, Salisbury, Maryland, USA; Lambda Eta
Session presented on Sunday, November 8, 2015:
In response to statewide, regional, and national calls to increase the number of doctoral-prepared nurses by 2020, Salisbury University, a small public university in the mid-Atlantic region, launched its first doctoral program, a post-MS to DNP in Fall 2012 and a post-BS to DNP in Fall 2014. As one of three DNP programs in Maryland and the only DNP in its region, offering the curriculum in a distance-accessible format was essential to its success. While distance education is an increasingly popular option for delivering advanced education to working professionals, the use of technology requires careful consideration and planning. Although the types of technologies available to faculty are numerous, faculty must make appropriate choices about which strategies to employ with consideration of cost, ease of use, interactivity and student engagement. It is important to recognize that overuse of technology can be detrimental to student learning as more time is spent learning to use the technologies rather than focusing on learning course material. Among the factors to consider in selecting technologies for distance education are the objectives of the course, faculty and student comfort with technology, the degree of technology support available, budgetary constraints, and adherence to quality standards in distance education, all while attending to the need for human connection. Applying the Quality Matters standards for online and blended education (2014), the technologies selected for use in each course demonstrated alignment between the learning objectives, learning materials, course activities, student-teacher and student-student interactions, assessment and evaluation measures, and achievement of learning outcomes. Consequently technology became another tool to facilitate learning that appealed to students with a variety of learning styles, but was not a replacement for the teacher. This presentation describes a multi-disciplinary team approach used to develop and deliver a DNP curriculum in conformity with AACN Essentials for Doctoral Education for Advanced Nursing Practice (2006), and NONPF Standards (2012). Since the start of the doctoral program in 2012, a variety of asynchronous and synchronous strategies have been used including faculty and student video-recording, discussion boards, assignments based on stories using avatars, web-conferencing, presentations with screen sharing, and voice-over technologies. Examples of several different approaches as well as the successes and challenges of using a variety of instructional software and technologies will be shared.