Notes

Latissimus dorsi tendon transactions: the historic quest.
This innovative DNP post-doctoral program leveraged the skill-sets of DNP-prepared nurse leaders to lead system-wide quality improvement initiatives tailored specifically to healthcare organizations.
This innovative DNP post-doctoral program leveraged the skill-sets of DNP-prepared nurse leaders to lead system-wide quality improvement initiatives tailored specifically to healthcare organizations.The growing national and international need for nurse scientists to transform health care has encouraged advances in nursing doctoral programs. The Hillman Scholars in Nursing Innovation, a program integrating BSN and PhD education, inspired the creation of the Hillman Clinical Fellowship ("Fellowship"). The Fellowship helps students transitioning from the BSN to PhD gain clinical experiences as newly graduated registered nurses, thus mitigating a common concern that students are naïve about the clinical setting. In collaboration with a practice partner, the Fellowship fosters development of clinical skills consistent with Patricia Benner's Novice to Expert Model. Fellows build clinical skills concurrent with the development of research proficiencies in the PhD program. This Fellowship can be adapted by other schools seeking to introduce curricular innovations that address the needs of early career PhD students, enhance academic-practice partnerships, and meet the growing need for more clinically focused PhD prepared nurses.
Rather than traditional teacher-centered classrooms, it is important for instructors to shift to student-centered models, encouraging active learning.

The challenge for instructors is to design in-person and/or virtual classroom activities that introduce and engage students in essential aspects of qualitative research data collection and analysis.

Two instructor-created and student-centered activities focused on qualitative data collection and analysis strategies that connect instructors and undergraduate or graduate nursing research students are described.

Instructors witnessed students' interaction and robust group discussion. Positive students' evaluations and quantitative success on assignments were noted. Outcomes suggest that these activities (in-person or virtual-platform) for qualitative data collection and analysis are effective classroom strategies to present difficult concepts in an easily understood and learner-friendly context.

These leaning activities move students to engage with and learn from one another under instructor's guidance. Other faculty may use these activities in structuring classrooms that involve and stimulate students' critical thinking about qualitative research methods.
These leaning activities move students to engage with and learn from one another under instructor's guidance. Other faculty may use these activities in structuring classrooms that involve and stimulate students' critical thinking about qualitative research methods.Nurses are essential workers, particularly in a pandemic. Increasingly complex patients and an ever-changing health care environment are a few of the challenges that nursing faculty have to prepare novice nurses for, now more than ever, but it is proving difficult due to the limited number of nursing faculty. In order to continue to prepare nurses for practice, schools of nursing are looking for ways to recruit and retain new faculty. The transition from clinician to academia is challenging due to anxiety related to new expectations, adjusting socially into a new environment, and loss of a previous identity as a clinician; however, for faculty hired during the COVID19 pandemic, these challenges have been amplified due to the loss of learning through observation and social interactions. The idea that learning is a cognitive process that takes place in a social context is rooted in Albert Bandura's Social Learning Theory. This paper gives voice to two novice faculty who undertook the challenge of starting a ranked faculty role while working remotely during the COVID19 pandemic. Due to the increased likelihood of another pandemic occurring in the relative near future due to globalization; the second role of this paper is to propose measures for faculty enculturation, based on the Social Learning Theory, which can be implemented safely from home. Improved nursing recruitment into academia, and retainment, will improve the education of future nurses facing the challenges of modern healthcare.
Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the success of minorities within nursing faculty must be identified and explored.

The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia.

This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria.

Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement.

Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.
Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.In October 2019 an invitational summit was held addressing nursing PhD program competencies within research-intensive universities. One topic of discussion was related to whether or not teaching competencies should be included in the PhD program curricula of research-intensive universities, and where competencies should be learned. The discussion indicated a lack of uniform consensus. Rather, schools should be clear about their goals-to focus solely on developing nurse scientists, or a broader mission of preparing graduates to embrace the full scope of academic work inclusive of discovery, teaching, application and integration, or even possibly roles outside of academia. this website The discussion group coalesced around the notion that preparation in teaching be dependent upon mission clarification. Schools could then decide whether to incorporate teaching competencies or whether the best way to achieve their mission was to limit the acquisition of teaching competencies to elective experiential learning alone, or a combination of didactics, supervised practica and experiential learning.
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