Long-Term Outcomes of the New Jersey Nurse Faculty Preparation Program Scholars
Download
Key Findings
- Nurse faculty development requires dedicated resources and a flexible program design.
- Clarity in expectations for scholars and faculty facilitates program success.
- Scholars may need more assistance before graduation to secure faculty positions.
- Preparing master's students as nurse educators and clinicians requires further study.
Background
Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey.
Purpose
This paper describes program and scholar outcomes and provides recommendations for nurse faculty development.
Methods
This descriptive study uses data from scholar surveys and interviews with grantees.
Discussion
Findings suggest that a faculty preparation program that targets doctoral students and includes financial support, socialization to the faculty role, and formal education courses produces graduates who maintain a career in nursing education for up to three years after program completion. However, most master’s-level students who also received formal preparation in nursing education were employed in clinical practice.
Conclusions
Program developers must carefully consider the design of programs that integrate faculty preparation and advanced clinical training for master’s-level students.
More like this from Mathematica
How do you apply evidence?
Take our quick four-question survey to help us curate evidence and insights that serve you.
Take our survey