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The aim of this study was to explore the relationship between faculty diversity and workplace civility in nursing programs. Diversity is needed in healthcare and in nursing education. A diverse workforce contributes to positive organizational culture and optimal learning environments for students and faculty in nursing programs. However, nursing faculty with diverse backgrounds often experience incivility more often than the rest of the population. Effects of incivility for all faculty can be detrimental and commonly include both physical and emotional symptoms. Civility encompasses respect for diversity and inclusion. It involves consistent, intentional acts to welcome and celebrate individual differences as well as different ways of thinking and acting. The relationship between level of faculty diversity and workplace civility has not previously been studied. Understanding this relationship will be an important step in increasing workplace civility in nursing education. Correlational design Nursing faculty (n=528) from across the United States completed the Workplace Incivility/Civility Survey (WICS). Participants were grouped based on their self-reported level of faculty diversity at the nursing program where they were employed. Several questions from the WICS were analyzed to determine the experience and perceived incidence of incivility by the faculty participants. Descriptive statistics were used to calculate means and frequencies for the survey questions and Pearson correlation coefficient was calculated to determine if significant relationships existed between variables. A significant negative correlation was found between the level of faculty diversity and workplace incivility. As faculty diversity increased, workplace incivility decreased. Nursing programs with more diverse faculty tend to have lower levels of workplace incivility. Nursing program administrators should make every effort to diversify their faculty body. [ABSTRACT FROM AUTHOR]

• Online teaching requires a different skillset and approach to face-to-face teaching. • Faculty transitioning from face-to-face to online teaching experience many challenges. • Institution-wide support and training is crucial to retention of effective online educators. Online learning is not a new phenomenon, and with the increasing availability of digital applications and platforms, many Australian universities are shifting some, if not all learning, online. This mixed methods study explored the experiences and perceived needs of educators teaching postgraduate nursing courses entirely online in any university in Australia within the past five years. This paper reports the quantitative findings. Results revealed several challenges faced by experienced face-to-face teachers who transition to online teaching. Preparing and teaching online was perceived as taking up more time than teaching face-to-face by 89% of participants and perceived as challenging by 76.6% of participants. More than half the participants perceived their role as isolating (55.3%) and reported needing increased support (66.7%) and additional training (65.9%). Specific approaches to address these challenges with the aim of increasing role confidence, job satisfaction and retention of quality online nursing educators are offered. [ABSTRACT FROM AUTHOR]

• Evidence to support the effectiveness of vSim for Nursing® is needed so faculty can make data driven decisions to support student success in clinical practice. • Faculty perceived virtual simulation to be meaningful and an effective pedagogy ensuring students' clinical progression. • Debriefing continues to be a prominent component to any form of simulation. • Supporting and preparing faculty is an essential element to meet students' competencies ensuring successful transition as a professional. During the COVID-19 pandemic, clinical nurse educators within pre-licensure baccalaureate educational programs had to quickly adapt to new ways of teaching. Hospital-based clinicals no longer permitted students to attend and some schools of nursing (SON) transitioned to virtual simulation learning environments. These alternative learning strategies were imperative for students continued progression. The first purpose of this pilot study explored nursing faculty's perceived effectiveness of using vSim for Nursing® to replace clinical practice. A second purpose examined the effectiveness of faculty preparation. Effectiveness was evaluated using an adapted version of the Simulation Effectiveness Tool – Modified (SET-M). Mean scores indicated that faculty strongly agreed on its effectiveness for students' learning, with all items ranging 57.9%-97.4%. Majority of faculty strongly agreed that their preparation was highly effective, ranging 86.8%-97.4%. Faculty perceived vSim for Nursing® to be an effective tool for replacement of clinical practice and felt prepared to meet the students' learning outcomes. Evidence to support the effectiveness of vSim is needed so faculty can make data driven decisions to support student success in clinical practice. Debriefing continues to be a prominent component to any form of simulation. Supporting and preparing faculty to meet students' competencies further ensures successful transition as a professional. [ABSTRACT FROM AUTHOR]

AIM The purpose of this research was to review nursing student retention literature to better understand how to help ethnically diverse undergraduate nursing students succeed. BACKGROUNDNursing student retention continues to be amajor challenge. Additional research is needed to improve the retention of students from diverse ethnic and cultural backgrounds. METHOD An integrative literature review was conducted. Qualitative analysis of 10 studies was used to identify emergent themes. RESULTS Analyses of the studies reveal the magnitude, complexity, and distinctiveness of the challenges ethnically diverse nursing students face. CONCLUSION The findings have implications for developing strategies for helping this important at-risk population of students complete their nursing degrees. [ABSTRACT FROM AUTHOR]

Background: Nursing programs in the United States primarily use multiple-choice questions to prepare students for the NCLEX. Background: Nursing programs in the United States primarily use multiple-choice questions to prepare students for the NCLEX. Currently, the optional next-generation NCLEX is testing the validity and reliability of situational case studies. Purpose: The purpose of this study was to investigate the preparedness and confidence of nurse educators in writing NCLEX-style questions. Methods: A descriptive survey design with snowball sampling was used to collect the data and was sent to 1550 deans/directors/coordinators of publicly available email addresses of accredited schools of nursing. Results: A total of 300 participants completed the survey from 44 states. When asked about confidence in writing NCLEX-style items, those who received formal education or training reported being somewhat confident (51%), whereas those who did not reported ambivalent or not confident (49%). Conclusion: Surveyed nurse educators lack confidence in writing questions and feel unprepared for the new question types instituted by the NCSBN in 2023. Nurse educators need continued education to develop and review NCLEX-style items and examinations. [ABSTRACT FROM AUTHOR]

Background: Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success. Purpose: The aim of this study was to search the literature for best practices in mentoring UR faculty. Methods: An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality. Results: Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources. Conclusions: Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed. [ABSTRACT FROM AUTHOR]

Background: Telepresence robots provide real-time audio, video, and mobility features, allowing faculty and students to engage in learning experiences without being physically present. Problem: With multiple students and faculty members needing to quarantine due to the COVID-19 pandemic, a flexible learning environment was essential. Approach: The telepresence robots were used as an innovative approach for both faculty and students to engage in learning experiences offered in a variety of settings. Outcome: Feedback was obtained from faculty and students about the use of and satisfaction with telepresence robots. The robots were easy to use and posed only a few technological challenges, which were easily overcome. Conclusions: Telepresence robots were effective tools in overcoming teaching and learning barriers caused by the COVID-19 pandemic. The telepresence robots have many applications, including use in clinical and community settings. [ABSTRACT FROM AUTHOR]

• During the vaccine rollout in February 2021, > 87% of nursing students and faculty at a large medical academic center reported they were fairly or completely confident that the vaccine was safe and that it would effectively mitigate their risk • This represented a 52.6% decrease in vaccine hesitancy from 6 months prior to the survey and was due to access to increased vaccine research, vaccine education, and watching others successfully get the vaccine. • However, 22% of those who reported they intended to receive the vaccine also reported moderate to high concern about its side-effects and/or long-term efficacy • To encourage confidence in the vaccine, academic policies should promote infectious disease prevention throughout their programs of study with a focus on up-to-date and rigorous research on Covid-19. • We additionally recommend student testimonials from those who have gotten the vaccine, outreach to nursing student organizations, and targeted campaigns to all undergraduate students as another way to encourage vaccine uptake. Little is known about nursing faculty and nursing student's confidence or potential hesitancy to receive the Covid-19 vaccine once it was available. An anonymous electronic survey of nursing students and faculty was conducted at a large academic center in the eastern U.S. Both students and faculty reported they were fairly or completely confident that the vaccine was safe (n = 235, 89.4%) and that it would effectively mitigate their risk (n = 230, 87.5%). There was a 52.6% decrease in vaccine hesitancy from 6 months prior (p <.01); 22% (n = 58) of those currently willing to receive the vaccine reported moderate to high concern about its side-effects and/or long-term efficacy. Access to vaccine research, vaccine education, and watching others be inoculated, had mitigated their concerns from the previous six months. While both nursing students and faculty reported having high confidence in the efficacy and safety of the Covid-19 vaccine, concerns remained. [ABSTRACT FROM AUTHOR]

Aim: To examine the relationship among the level of fatigue, academic rank, workload (credit hours) and faculty productivity (as measured by scholarship and service activities). Design: Descriptive cross‐sectional correlational design. Participants: All full‐time faculty in national year‐round nursing college. Methods: An Internet survey was distributed May/June 2017 to all full‐time faculty (n = 318). Responses reported are from 81 faculty members in the prelicensure baccalaureate programme. Survey items included workload, scholarship and service activities and demographic data. Fatigue was measured by the trait version of Occupational Fatigue, Exhaustion Recovery scale which has three subscales: Acute, Persistent, and Chronic. Results: Mean fatigue for all traits ranged from 45.9 to 52.48. More service activities were reported than scholarship activities. There was a significant positive correlation between chronic fatigue and credit hours. No significant differences existed in fatigue scores based on frequency of scholarship and service activities. Conclusion: This first study of fatigue in nursing faculty establishes the existence of fatigue in this group. This can be serious related to the existence of chronic fatigue. Strategies to reduce fatigue are important to support the long‐term employment of nursing faculty. Impact: What problem did the study address? Fatigue in faculty members and its relationship to academic rank and scholarship and service productivity.What were the main findings? Fatigue in faculty members exists. Higher rank was associated with more scholarship and service activities. Chronic fatigue is less than acute or persistent fatigue. Chronic fatigue is related to workload.Where and on whom will the research have impact? Findings may impact retention of nursing faculty members and academic leaders responsible for supporting work–life balance among nursing faculty. [ABSTRACT FROM AUTHOR]

• There is variability in clinical faculty orientations. • Orientation decreases clinical instructors' anxiety. • Orientation improves clinical instructors' self-perceived competence. • Simulation is a feasible and well-received addition to clinical faculty orientation. • Clinical instructors are satisfied with the use of simulation for orientation. Formal preparation and orientation are necessary for clinical nursing instructors to ensure competence and a smooth transition from expert clinician to novice educator. Simulation can be used for clinical nursing faculty orientation to promote role transition. The purposes of this study were to explore the effect of simulation training on clinical nursing instructors' anxiety and self-perceived competence related to clinical teaching, and to identify their perceptions of simulation use. This study used a multisite, quasi-experimental, pretest/posttest, convergent mixed-methods design. Participants attending orientation at control sites engaged in traditional clinical nursing faculty orientation, while participants attending orientation at experimental sites participated in six Quality and Safety Education for Nurses (QSEN)-based simulation scenarios. There were significant increases in self-perceived competence and decreases in anxiety for all participants. The authors were unable to find statistically significant differences between the control and experimental groups. Participants had positive perceptions of simulation use for clinical faculty orientation. There is considerable variability in clinical nursing faculty orientation practices among institutions. Simulation is a feasible strategy for orientation that is well-received by clinical nursing instructors. [ABSTRACT FROM AUTHOR]

Introduction: Burnout syndrome is a condition caused by chronic stress at the workplace. Resilience is the ability to cope with the negative situations in life. Purpose: To evaluate the extent of burnout syndrome in nursing teachers at medical high schools and the effect of the level of resilience on burnout syndrome. Material and methods: This cross-sectional study interviewed 101 nursing teachers at four medical schools. Teacher Burnout Scale, The Connor-Davidson Resilience Scale and socio-demographic questionnaire have been used as instruments of the study. Results: The majority of nursing teachers had moderate symptom of burnout syndrome. The average result on the burnout scale was 56.1. Statistical analyzes showed that there is no statistically significant difference in the manifestation of burnout syndrome in teachers in relation to demographic characteristics (sex, marital status, years of work experience and subjects at medical school). By analysing the results of the two scales, it has been established that there is no statistically significant association between the burnout intensity and the degree of resilience in nursing teachers. Conclusion: The results of the study showed moderate level of burnout in nursing teachers. This may help as an encouragement to develop a strategy for preventing emergence of the burnout syndrome. The results will be useful for further research of burnout syndrome in nursing teachers.

Background: Creating a research program is a critical requirement for new PhD-prepared tenure-track nursing faculty in Canada., Purpose: The purpose of this article is to present key findings of new faculty members focusing on facilitators and barriers to development of their research program., Method: We conducted focused ethnography research examining the experience of 17 new faculty members from across Canada., Results: The following themes were identified: teaching release, preparation from PhD program, intense feelings, supports and processes, mentoring, obtaining grants, and effects of the COVID-19 pandemic., Conclusions: Implications for practice include identifying ways to facilitate faculty retention as they develop their research program. This research will be of interest to deans of nursing and new faculty members., Competing Interests: Declaration of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

End-of-life (EOL) education in baccalaureate nursing degree programs is critical to prepare nurses to care for patients and families with complex physical and psychosocial needs at the EOL. This quantitative descriptive study examines the current state of EOL education in baccalaureate nursing programs across the United States. Results of this study show that nurse educators continue to use strategies to provide this education; however, the amount and frequency of content delivered require improvement, and support for faculty development is needed. [ABSTRACT FROM AUTHOR]

Severe under-representation of Black women academic nurse leaders persists in United States higher education, and a major research gap still exists regarding experiences of these leaders, and facilitators of and barriers to their success. Our objective was to examine how race and gender influence how Black women academic nurse leaders' function in their leadership positions, how they are perceived by their peers, and how their perception of race, gender, class, and power influences diversity, equity, and inclusion initiatives in the workplace. Critical race theory was used as a guiding theory, and the study design involved narrative inquiry followed by thematic analysis. Four overarching themes with four sub-themes were revealed: (a) Paying a personal price for authenticity, (b) Being the only one is hard even when you are in charge, (c) The illusion of diversity and inclusion while trying to survive, and (d) Focusing on building and sustaining diversity, equity, and inclusion. Implications for nursing education including instituting training for faculty in anti-racist pedagogy and requiring nursing programs to meet inclusivity metrics for approval and accreditation. [ABSTRACT FROM AUTHOR]

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's methodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking. [ABSTRACT FROM AUTHOR]

Background : Disabled nursing faculty make important contributions, yet little information is available about this group. Problem: Although information specifically about disabled nursing faculty is limited, available evidence and related literature point to a need for disability inclusive policy and practice in nursing academe. Approach: The authors gathered available information to inform development of 10 recommendations for change using universal design as a guiding framework. Universal design is development of an environment usable by all people to the greatest extent possible. Outcomes: The article includes 10 recommendations to promote inclusion of disabled faculty in nursing academe. Although disabled faculty are the focus, these recommendations have the potential to benefit all faculty. Conclusions: Implementing the recommendations may be challenging and will look different across schools. Nevertheless, such change is necessary to counteract exclusionary practices that impact disabled nursing faculty and promote inclusion of this important and underrepresented group. [ABSTRACT FROM AUTHOR]

Current literature validates that drinking is a problem on many college and university campuses. While educators are aware that drinking negatively impacts learning, it is imperative that nursing educators understand why this behavior exists and recognize strategies and opportunities to mitigate drinking for students in the nursing major. The purposes of this study were to understand the prevalence of and reasons for alcohol use and binge drinking in undergraduate baccalaureate nursing students in the United States and identify ways faculty may promote a healthy learning environment to decrease the incidence of alcohol use and binge drinking. This descriptive study used a web-based survey methodology. The survey contained a demographic questionnaire, alcohol use survey, and open-ended questions to address reasons for drinking and stressors. The survey was randomly distributed to baccalaureate nursing programs throughout the United States. The final sample included 937 participants. Nursing students abuse alcohol for a variety of reasons including lack of understanding of binge drinking, peer pressure, dealing with mental health issues, and as a way to cope with multifaceted life stressors. Slightly over half (51%) of these participants reported drinking behavior that would be considered hazardous and 3% were in the alcohol dependent category on the alcohol use survey. These findings are consistent with social concerns about alcohol use. Nursing students yearned for help and support from faculty regarding how to handle stress and desired faculty to be role models. Faculty who form collaborative partnerships with students, foster healthy coping strategies which may promote academic success and more importantly favorable outcomes as future practicing nurses. • Alcohol use is prevalent in undergraduate nursing students • Alcohol use and binge drinking is poorly understood in undergraduate nursing students • Faculty must recognize the mental health issues and promote a culture of caring to impact the learning environment • Education and information on positive coping are requested by students [ABSTRACT FROM AUTHOR]

Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs. The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty. Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship , mentors , mentor , nursing faculty , faculty , educational personnel , nurses , nursing , and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia. A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships. More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships. • Integrative review exploring nurse faculty mentoring relationships and programs • Mentoring relationships and mentoring programs in academia are examined. • Prevalence, priorities, and perceived quality of academic mentorship • Academic mentoring relationship and program outcomes and challenges [ABSTRACT FROM AUTHOR]

Purpose: The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature. Methods: A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies. Results: A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position. Conclusion: Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to describe the overall sleep quality, sleep patterns and severity of sleep difficulties among nursing faculty using the Pittsburgh Sleep Quality Index (PSQI). Design: Cross‐sectional descriptive and correlational study. Methods: A survey of faculty recruited from Texas Board of Nursing approved colleges/schools was used. A purposive, convenience sample of 105 faculty completed the PSQI, a reliable and valid instrument, in an online setting. Data was collected from January 2019 through April 2019. Results: Nursing faculty reported sleep difficulty across all components, with more problems in sleep latency, sleep disturbances and subjective sleep quality. Overall, 70.5% of participants were reportedly "poor" sleepers, a salient finding. Faculty experienced poor sleep quality across all academic ranks and age groups. Sleep latency and subjective sleep quality were components that presented higher in severity for the youngest faculty. [ABSTRACT FROM AUTHOR]

The culture of the academic setting can be fraught with tension filled ethical situations challenging faculty relations with students and colleagues. Therefore, the purpose of this qualitative study was to identify the process that occurs when nursing faculty encounter tension filled situations affecting their ethical values and beliefs in the education setting. A grounded theory approach was employed to achieve data saturation from interviews of thirteen faculty representing eight colleges/universities in three states of the MidAtlantic region of the United States. The Basic Social Psychological Process that emerged from the data demonstrated faculty efforts toward safeguarding profession, student, and self. Three concepts: experiencing, identifying, and resolving evolved. Data evidenced that ethical tension negatively influences one's work-life balance, and civility with faculty and students. Implications for balancing these influences and working toward a harmonious environment are provided. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore nursing faculty experiences in integrating digital tools to support undergraduate students' learning and development of nursing informatics competencies. This focused ethnography study used a combination of semi-structured interviews, document reviews, and field visits. Convenience and snowball sampling were applied to recruit participants. Data were analyzed concurrently with data collection, using thematic analysis. Twenty-one faculty members from nine undergraduate nursing programs in Western Canada participated. Themes discussed include: 1) meaning of the term nursing informatics, 2) faculty perceived nursing informatics competence, 3) developing students' nursing informatics competencies, 4) facilitators, and 5) challenges. Nursing faculty are relatively engaged in developing students' informatics competencies. However, challenges must be addressed and faculty need more support to improve their own informatics capacity. Implications for Practice and Research: This study has implications for faculty, nursing program administrators, and nursing organizations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationships among demographics, doctoral teaching preparation, nurse faculty institutional support, faculty job satisfaction, and intent to leave current nursing academic position in PhD- and DNP-prepared faculty. Using a survey research design, invitations to a Qualtrics survey were emailed to nursing program directors. Independent samples t-tests and logistic regression models were used to determine the nature of the relationships. In total, 149 participants completed the survey. Degree type, age, and job satisfaction were significant predictors related to intent to leave nursing academia. Doctoral program teaching preparation and institutional support were not statistically associated with intent to leave nursing academia. Findings suggest older age, PhD-prepared faculty, and job dissatisfaction were significant factors influencing decisions to leave nursing academia among the doctoral prepared new nursing faculty. Efforts to retain or increase the number of nurse faculty must be prioritized. [ABSTRACT FROM AUTHOR]

Objective: To understand the perception of pediatric nursing faculties about the use of therapeutic play. Methods: This is a descriptive study with a qualitative approach, conducted through the application of semi-structured interviews. Data were collected through an online form with 12 pediatric nursing faculties from higher education institutions in the state of Pará, Brazil. Data analysis was performed using Bardin's content analysis technique and the IRAMUTEQ software. Results: 33.3% of the faculties interviewed stated that they did not include therapeutic play in their syllabus. However, they emphasized the importance of addressing the topic in undergraduate courses. Faculties also pointed out strategies for teaching therapeutic play, the importance of using it in pediatric care, and the establishment of a child-professional bond. Conclusion: The research allowed us to define the situation of therapeutic play teaching by pediatric nursing faculties, highlighting its advantages and difficulties in the approach during the undergraduate course. [ABSTRACT FROM AUTHOR]

Background: Mastering clinical judgment (CJ) skills is an essential competency for nurses in all health care environments. Problem: Complexities of the health environment combined with the intricacies of nursing practice can pose potential risks to client safety. Approach: Over a 2-year period, a 3-phased approach using (1) survey results from nurses in education and practice, (2) discussion forums, and (3) a series of think tanks that comprised nurse educators resulted in the development of the Guide for CJ. Outcomes: The Guide for CJ provides nurse educators with an evidence-based resource to promote C) skills in nursing students. The environmental and individual factors and expected nurse responses and behaviors contained in the Guide are well-aligned with the cognitive operations contained in the National Council of State Boards of Nursing Action Model. Conclusions: Educators may use the Guide to support faculty development and operationalize CJ to develop a variety of learning strategies for use in multiple learning environments. [ABSTRACT FROM AUTHOR]

Objectives: Clinical education and experience in the clinical environment play an important role in shaping the clinical experience. Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care. It mandates for the clinical instructor with desired qualities, to have a positive influence in clinical education. This study examined nurse trainees’ perceptions of clinical instructor characteristics. Methods: The current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design. Using convenience sampling, 302 trainees were chosen as participants for the study, and there were 296 respondents. The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) tool. Results: The findings of the study revealed that the clinical instructors have scored high in personality (scoring percentage = 84.0%) and relatively low in teaching ability (scoring percentage = 81.3%). Also, the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension. Conclusions: Nursing trainees indicated the instructors as having good personality and relatively low teaching ability. This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement. This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.

Objective: Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing education. Methods: A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education. Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant’s eight step approach to clarify the conceptual identification and meaning. The results of concept analysis guided data collection in the second stage. Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education. Matrix building approach was used to analyse the collected data. The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory. The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education. Findings: Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure and outcome. Conclusion: The relation statements provided the basis for model description. Reliable method was used to describe and evaluate the model. The refinement of the model by experts in model development and qualitative research was made.

Abstract Background Job satisfaction among nursing faculty is critical to improving quality of nursing education, producing future nurses who will contribute directly to the health of patients at a local and national level. This study explores factors associated with job satisfaction among graduate nursing faculties in different universities of Nepal. Methods A cross-sectional study was conducted among nursing faculty with at least one year of teaching in their respective institutions. A 36-items job satisfaction questionnaire with 6-point Likert type responses was administered online. The questionnaire was pre-tested with 30 faculties pooled from multiple institutions. Link to the final survey was sent via e-mail to 327 nursing faculties working in 39 nursing colleges. Respondents were contacted by phone as a follow up to the email to politely remind them about the survey. Data analysis was carried out with SAS University Edition software. Chi-Square test and t-test were used for simple descriptive analysis. A multivariate binary logistic regression model was used to identify the significant factors associated with nursing faculties’ job satisfaction. Adjusted odds ratio was calculated and significance was considered at p ≤ 0.05 with 95% confidence interval. Results The response rate was 54.4%. After retrospective cleaning of data, usable response rate was 52.3% (n = 171). The average age of the nursing faculties was 36.8 ± 7.0 years. Based on the overall job satisfaction score, 36.8% nursing faculties were satisfied with their current job. The coefficient for Cronbach’s alpha was 0.895 suggesting very good reliability of the overall measure. The significant factors associated with job satisfaction were the involvement of the faculties in decision making process related to the department (OR = 4.83) and adequate access to reference materials (OR = 2.90). Conclusions This study suggests that nursing faculties have positive attitude towards their job but are dissatisfied with the benefits offered to them and the operating condition of their institutions. Expanding the teaching learning resources, such as reference books, subscription to journals, and continuing education opportunities for nursing faculties through participation in professional meetings would be helpful in improving the quality of nursing education in Nepal.

Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning., Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data., Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning., Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning., Competing Interests: The authors of this article and the planning committee members and staff have no relevant financial relationships with commercial interests to disclose., (Copyright� by the Universidad de Antioquia.)

OBJECTIVE: To identify the challenges faced by the nursing faculty in the implementation of the curriculum in nursing schools in the public sector in Sindh province. METHODOLOGY: This analytic cross-sectional study from October - December 2019 was carried out at Public sector nursing schools including Schools of Nursing at Karachi, Hyderabad, Thatta, Badin, Mirpurkhas, Sanghar, Shaheed Benazir Abad, Khairpur, Sukkur, Shikarpur, Larkana, and Jacobabad which are offering diploma program in the interior southern region of Sindh were chosen. Nonprobability convenience sampling using Raosoft software was used. Total 123 participants were selected. All the nursing faculty both male and female who consented to be part of the study having at least one year of experience of work in public nursing school and qualifying either PGD/BSc.N(Post R.N)/BSc.N/MPH/MSPH/MSc.N. The data was entered and analyzed using a statistical package (freq) for social science (SPSS) version 23.0. RESULTS: The majority of respondents were females (64.2%), while most of the respondents were clinical instructors (55%). Challenges like resources were found severely, whereas personal challenges were found on a moderate level. Highlighted issues identified were lack of training sessions (66.7%), non -availability of computer lab (70%), communication gaps (61.7%), poor interest by faculty in the implementation of curriculum (50.8%), irregular facilitation of teaching gadgets (56.7%) were found most significantly association (p = 0.000). CONCLUSION: There was an Existence of Challenges among faculty that should be eradicated to ensure a productive outcome through effective implantation by faculty. This will surely develop a productive result for society depends over heath sector. [ABSTRACT FROM AUTHOR]

Resilience is the process of adapting well in adverse situations. Due to the challenges of teaching in online programs and the adaptations needed by students, it is important that faculty and students maintain a high level of resilience. The purpose of this study was to assess the resilience level of undergraduate and graduate nursing students and faculty who interact in an online environment and to determine factors that impact resilience. This study employed a descriptive cross-sectional study design using a convenience sample of undergraduate and graduate students and faculty at six accredited universities in the United States. Faculty and student resilience were measured using the Connor Davidson 10 Resilience scale instrument. The sample included 92 faculty who taught at least one online course and 200 students who were enrolled in at least one online course. There was no difference in faculty or student resilience by generation or program. Overall resilience scores were at the moderate level for both students and faculty. Resilience has multiple benefits for both students and faculty, and is a critical concept for focus in nursing education at all levels. • Faculty who do not have high levels of resilience will not be able to promote maximal student resilience. • Resilience has multiple benefits for both students and faculty, and is a critical concept for focus in nursing education at all levels. • There was no significant difference between faculty and student resilience scores, although faculty had a higher level of resilience than did students. • Student resilience level did not significantly vary by the type of program the students were admitted to, although PhD students had a slightly higher resilience level compared to MSN students, RN to BSN, and DNP students. • Faculty resilience was not significantly different for faculty who taught in undergraduate and graduate programs [ABSTRACT FROM AUTHOR]

• Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. • Mid-career nurse scientists are moderately satisfied with most aspects of their role. • Nurse scientists report wanting more time for research, mentoring opportunities and interdisciplinary work. • Mid-career nurse scientists felt most supported by their colleagues and university, least supported by their Associate Deans for Research. • Opportunities for collaboration, access to mentors and specific funding for mid-career nurse scientists were top identified needs. • Without focused support and funding, mid-career nurse scientists may be unable to continue sustaining programs of research and decide to leave academe or nursing. Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. Finding ways to increase satisfaction and support will help retain these critical faculty in research positions. Describe areas of satisfaction and challenges to success in the faculty role for mid-career nurse scientists in academia. Cross-sectional, descriptive. A total of 65 self-identified mid-career nurse scientists completed an online survey. Mid-career nurse scientists were most satisfied with their role at their organization, least satisfied with time for research and opportunities to receive mentoring. They felt moderately supported by colleagues and deans, least supported by their ADR. Differences in satisfaction among nurse scientists in different levels of research institutions were noted. Challenges to success in mid-career nurse scientists exist. Loss of nurse scientists at mid-career threatens to undermine the knowledge base of the individuals who mentor the next generation of scientists. The discipline must support mid-career scientists in their efforts to be successful in research. [ABSTRACT FROM AUTHOR]

Student evaluations of teaching are ubiquitous in higher education; however, most prior research has focused on the numeric ratings, with little systematic attention given to the qualitative comments. In this study, written comments were collected as part of the regular evaluation of a community health nursing course over four semesters. Taken as a whole, student comments were strikingly consistent and mostly negative. Students emphasized the authority of the textbook and framed the course as preparation for the National Council Licensure Examination (NCLEX). Instructor efforts to focus on critical analysis of social issues were met with confusion, suspicion, and resistance. Student comments were further analyzed in relation to 3 levels of discourse: the student/teacher level, the nursing‐education level, and the social–historical level. For each level, the comments reveal problems, but not the ones suggested by a conventional reading of student evaluations. If students and teachers have conflicting expectations about goals and methods for learning, formal student evaluations may be less useful as a measure of teaching effectiveness. This study also raises troubling concerns about current practices in nursing pedagogy, particularly the emphasis on standardized testing and highly structured didactics, and the overlap between student evaluation systems and the technologies of neoliberalism. [ABSTRACT FROM AUTHOR]

Background: Students with physical disabilities continue to face barriers seeking entry into nursing programs even as the nursing profession advocates vigorously for the rights of these individuals. Purpose: The purpose of this study was to identify faculty perceptions that create barriers for students with physical disabilities to meet the requirements of a BSN education. Methods: Nursing faculty (n = 111) completed an online survey about the ability of a student who uses a wheelchair for mobility to meet required outcomes. Results: Participants believed students could meet the 14 cognitive and affective domain outcomes (88%-100%) for generalist practice. Their agreement that students could meet psychomotor domain outcomes was lower (66%-90%). Younger faculty expressed more positive perceptions. Conclusions: Using the psychomotor requirements of bedside nursing as the technical standard for nursing education is a barrier for students with physical disabilities. Faculty should expand their perceptions of the essentials of nursing education to create an inclusive environment. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format. Purpose: The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic. Methods: A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic. Results: Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources. Conclusion: Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online. [ABSTRACT FROM AUTHOR]

• Mid-career nurse scientists in academia experience work dissatisfaction and intent to leave scientific careers. • Favorable workplace factors include joy from teaching and satisfaction with research activities. • Factors leading to dissatisfaction include insufficient research support, heavy workload, excessive administrative responsibilities, and ineffective research mentoring. • Strategies to enhance career success, particularly at mid-career, include provision of release time for research activities, formal infrastructure to support research, and targeted, effective mentoring by senior scientists. • The findings have implications for university policy to support nurse scientists particularly at mid-career and implications for research in nonacademic nurse scientists. A qualitative study was designed to explore facilitators and barriers to success from the perspectives of self-identified mid-career nurse scientists. Data were collected from 84 respondents using open-ended items as part of an electronic survey of self-identified mid-career nurse scientists who were members of regional nursing research societies. Two main themes emerged: "Perceived Realities" and "What's Needed to Achieve Career Success." Mid-career nurse scientists experience both joy from teaching and research roles and dissatisfaction with research support; difficulty balancing heavy teaching workload, administrative responsibilities, and research, and ineffective mentoring. Based on the challenges in their environment, respondents identified numerous ways to enhance career success including (1) increasing or enhancing release time for research activities, (2) formal infrastructure to support research activities, and (3) targeted, effective mentoring by senior scientists. [ABSTRACT FROM AUTHOR]

Background and Objectives: Education is a complicated process, which any simplistic approach to it can lead to waste of forces and facilities and lack of access to educational goals. This issue is of great importance in nursing education. Thus, the present research was performed to investigate the problems of clinical education of nursing students in Islamic Azad University, Qom branch. Methods: This cross-sectional study was performed on 75 nursing students in the final semester. The sampling was done using census method. Data collection was performed using a researcher-made questionnaire that its validity and reliability had been confirmed. The students responded in terms of different challenges in 6 domains, including aims and educational program, clinical evaluation, educational environment, trainer, and communication with student. Results: In this study, most of the problems were related to not paying attention to the student’ point of view in apprenticeship programming, students unawareness of manner of clinical evaluation at the beginning of the period, unsuitable number of student, causing stress in the student by trainer, low number of patients, and lack of student’s decision making power in the planning for patient care. The most important problem in all areas was the high number of students in the ward. Conclusion: Realization of the aims of nursing education goals requires optimal planning in each effective factors (aims, content, trainers, and evaluation) in clinical education. Therefore, improvement of existing problems and barriers is possible by cooperation between trainers, employees, and related authorities.

Succession planning is a broadly cited concept applied across multiple disciplines to recruit, select, retain, and develop motivated individuals who eventually assume leadership roles in an organization. Although succession planning is widely accepted and is acknowledged in the literature as a prevalent organizational practice, succession planning has not been implemented by some institutions of higher education for the nurse administrator role. Recognizing the impact effective succession planning has on the continuity of nursing education and the potential impact on the future of nursing, this article explores the importance of a framework for and components of succession plans. Unlike other articles related to succession planning, this article correlates succession planning with selected ACEN Criteria. [ABSTRACT FROM AUTHOR]

Courageous Caring Conversations was designed to support faculty wellbeing and a culture of caring and civility in nursing academe. This innovative strategy involves an adaptation of Schwartz Healthcare Rounds for nursing education to establish a culture of respect and caring among nursing faculty. The process is guided by Chinn's Peace and Power process. Courageous Caring Conversations encourage faculty to discuss ethical dilemmas and challenging academic or collegial situations that occur over the course of the semester. The process begins with a shared meal offering an informal opportunity for faculty to connect and establish relatedness. Faculty then enter into a shared discussion intended to provide a venue to debrief the challenges of the semester with the goal of deepening understanding, empathy, and compassion among faculty. This practice supports the development of a healthy academic workplace where conflict is viewed as transformative and open communication and civility flourish. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: Much has been explored about academic dishonesty among nursing students. Problem: Nursing students continue to engage in a variety of dishonest behaviors in the classroom and clinical settings. Concerned faculty members are seeking assistance in understanding the problem and finding suggestions for reducing students' engagement in academically dishonest behaviors. Approach: Drawing on current literature, we discuss an expanded definition of academic dishonesty, explore motivating factors for students' academic dishonesty, and summarize common ways to reduce students' engagement in academically dishonest behaviors. We also provide guidance for development of policies concerning academic dishonesty. Conclusions: By cultivating a learning environment that promotes honesty and integrity, rather than waiting until a dishonest act occurs to take action, the likelihood is lower that students will engage in academically dishonest behaviors. [ABSTRACT FROM AUTHOR]

In nursing programs, incivility can be a main issue affecting future registered nurses, and this may threaten patient safety. Nursing faculty play an important role in this scenario to reduce incivility. The aim of this study was to assess incivility among nursing faculty in different countries. This descriptive (cross-sectional) study was conducted to assess the extent of incivility among nursing faculty by using Incivility in Nursing Education-Revised tool and a non-probability (convenience) sampling method was used. Three hundred ninety-five nursing faculty in 10 countries distributed in four continents participated in this study. The results indicated that levels of incivility among participants in different countries were significantly different. Also, there was a significant difference (F = 9.313, P value = 0.000) among the nursing faculty concerning the behaviours that have been rated as disruptive. Furthermore, there was a significant difference (F = 6.392, P value = 0.000) among participants regarding uncivil behaviours that have occurred during the past 12 months. Regular assessments are needed to highlight uncivil behaviours and reduce them by making policies and rules in order to enhance academic achievement in nursing education. • Incivility is a problem in nursing education around the world. • Incivility can affect academic achievement in nursing education negatively. • Level of incivility varies among nursing faculty in different countries. • Rating some behaviours as uncivil differs from a country to another. [ABSTRACT FROM AUTHOR]

Objectives: Youth are at high risk for reproductive health problems and adolescent health monitoring has entered a new routine during family medicine follow-ups Our study was planned in order to determine the students’ knowledge level and educational needs on reproductive health who have just begun to Faculty of Nursing. Materials and Methods: A questionnaire was applied by face-to-face interview method to the students who had recently registered to Hacettepe University Nursing Faculty in the 2019-2020 academic year in this descriptive study. In the evaluation of the data, the mean and standard deviation for continuous variables and frequency table for qualitative data were used. The Chi-square test was used to test the relationship between qualitative data. Statistical analysis was done with the SPSS v.23 package program. Results: 120 students were included in the study. The school (75.80%) was in the first place among students' sources of information on reproductive health. The most common contraceptive method was the pill (80.80%). The most common answer to the question of what sexually transmitted diseases are was the Human Immunodeficiency Virus (85.80%). The most wanted topic to learn was sexually transmitted diseases with 51.70%. There was no statistically significant relationship between students' age, gender, economic status, the school they graduated from, and their level of knowledge. Conclusion: Young people don't have sufficient and correct knowledge about reproductive health. More attention should be given to planning their training. In addition, the family physician, who monitors adolescents between the ages of 10-21 and provides counseling services on reproductive health, plays an especially important role to acquire accurate and reliable information. [ABSTRACT FROM AUTHOR]

AIM The purpose of the study was to explore the process by which nursing faculty make reasonable academic accommodations in the classroom setting for students with learning disabilities. BACKGROUND Nursing students with identified learning disabilities require academic accommodations. The process of reasonable academic accommodations for nursing students with learning disabilities has not been examined within nursing education literature and clarification is needed. METHOD Constructivist grounded theory methods, as described by Charmaz, guided data collection and analysis. RESULTS Literature supports the categories, themes, and subthemes of the academic accommodations process found in this investigation. However, further research is necessary regarding the academic accommodations process and faculty development to support nursing students with identified learning disabilities. CONCLUSION Nursing education needs standards of academic accommodations for students with learning disabilities. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: The COVID-19 pandemic and subsequent social distancing guidelines greatly impacted the quality of life (QoL) of nursing faculty. Purpose: The purpose of this study was to examine the relationship of QoL, resilience, and associated factors among nursing faculty during the COVID-19 pandemic. Methods: In April 2020, a cross-sectional, anonymous survey was conducted with nursing faculty in a public university in rural Appalachia (n = 52). Instruments included QoL, resilience scales, work-related, and demographic variables. Descriptive, bivariate, and multiple linear regression analyses were used to analyze data. A content analysis was used to analyze an open-ended question. Results: Resilience was the strongest variable to predict each of the QoL domains. Nursing faculty who reported better QoL were those who were able to adapt to changes and challenges mandated during the COVID-19 pandemic. Conclusions: Evidence-based programs to build resilience and improve nursing faculty working conditions and their QoL are needed. [ABSTRACT FROM AUTHOR]

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. • Diversity in nursing faculty has not kept pace with changing student body demographics. • Understanding faculty of color's perceptions, strategies and support mechanisms is necessary. • Faculty of color rely on mentorship, faculty development, networking and acknowledgement. • Support systems need to be tailored to the unique experience of faculty of color. [ABSTRACT FROM AUTHOR]

This article describes the creation and work of an Office of Faculty Affairs (OFA) and an Associate Dean for Academic Affairs (ADFA) within a Graduate School of Nursing. The OFA supports the development and career advancement of faculty and the ADFA serves as a faculty mentor and advocate to promote faculty excellence in teaching, scholarship, practice and professional service. The ADFA has focused responsibility to partner with faculty, academic programs, and administration to provide programs and resources that assist and promote faculty growth and accomplishment. The ADFA must be a cross-boundary manager and consultant committed to monitoring, evaluating, developing and implementing educational and administrative programs to meet both faculty and program requirements. Responsibilities of and initiatives created by the ADFA are presented, along with metrics used to evaluate the effectiveness of the office and the role. • The Office of Faculty Affairs supports faculty development and career advancement. • The Associate Dean for Faculty Affairs serves as faculty mentor and advocate. • The Associate Dean for Faculty Affairs provides guidance for faculty policies. • Using established metrics can document faculty outcomes. [ABSTRACT FROM AUTHOR]

New graduate nurses are not always prepared for the challenges of the chaotic clinical environment, and often struggle to demonstrate sufficient clinical leadership skills. Facilitating the acquisition of leadership abilities in students will support the pursuit to generate competent nursing graduates fully prepared to effectively function in today's challenging healthcare environment. Nursing faculty need to implement more creative ways of introducing leadership qualities to nursing students. Nurse educators can be proactive in implementing leadership strategies for students, based on The Five Practices of Exemplary Leadership: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart, as described by Kouzes and Posner. By continuing to "lead the way" for professional leadership skills in nursing students, nursing faculty can possibly expect leadership activities to emerge in settings in which the students practice. [ABSTRACT FROM AUTHOR]

Assessing the landscape for oncology nursing of the future, the biggest problem that faces the specialty is that of workforce shortages. On the practice side, nursing turnover, resignations, and early retirements have contrib.

Background: The intent of the PICOT (i.e., Population, Intervention, Comparison, Outcome, Time) method is to formulate focused clinical questions to facilitate the discovery of relevant evidence through systematic searching, with the components of the question serving as the foundation for the search. Doctor of Nursing Practice (DNP) graduates use evidence-based practices to institute changes in their organizations' systems and policies, thereby yielding positive effects on both patient and system outcomes. Given that the clinical question is the foundation of the evidence-based practice process, DNP graduates' competence in the PICOT method needs to be better understood., Aims: This analysis aimed to describe how DNP students used the PICOT method to ask clinical questions in their DNP projects., Methods: Project questions were retrieved from a subset (n = 129, 60.56%) of an existing national random sample of publicly available DNP projects spanning the years 2010 to 2021 from Commission on Collegiate Nursing Education-accredited schools (n = 213). Project questions using the PICOT method were further evaluated with a scoring system of 0 = no and 1 = yes for missing elements, formatting, directional outcome, and project purpose. Possible scores ranged from 0 to 8, with higher scores indicating more errors. Discussion among five researchers, until agreement was achieved, yielded consensus., Results: Although the PICOT method was project author-identified in 66 (31.0%) projects, only four (6%) followed the PICOT method. All 66 (100%) were intervention questions. There were 2.74 (SD 1.55) mean errors, ranging from 0 to 6. No questions were missing P or O. Specific errors included missing I 3 (4.5%) or missing C 37 (56%), poor formatting 34 (51.5%), directional outcome 44 (66.7%), and project purpose 38 (57.6%). Thirty-three (50%) of the questions were missing T; however, T is not used for searching, so researchers recalculated the mean error without T (M = 2.24, SD = 1.28, range 0-5)., Linking Evidence to Action: Gaps in the accurate use of the PICOT method to construct clinical questions can lead to biased searches, inaccurate clinical problem identification, and, when used as the project purpose, jumping to non-evidence-based solutions. Academic faculty and clinical educators can mitigate these skewed outcomes and enhance their impact on quality outcomes by helping DNP-prepared nurses shore up this foundational skill., (© 2024 Sigma Theta Tau International.)

Intent to stay is a helpful indicator in predicting the turnover rate of nursing faculty members in academia. This descriptive, cross-sectional study aimed to identify the factors influencing nursing faculty members' intent to stay. The sample consisted of 350 nursing faculty members randomly selected from 53 nursing and midwifery training schools in Myanmar. Data were collected between June and October 2021. The eight instruments used showed satisfactory (0.80-1.00) for validity and (0.86-0.96) for reliability. Data were analyzed by descriptive statistics and structural equation modeling (SEM). The final modified model of intent to stay fit the empirical data and explained 81.30% of total variance for intent to stay. SEM revealed that job satisfaction and organizational commitment directly affected intent to stay; transformational leadership, job autonomy, and perceived organizational support indirectly affected intent to stay; and workload, age, and job stress, directly and indirectly, affected intent to stay. These results suggest nursing administrators and nursing leaders to develop appropriate strategies or design interventions for enhancing nursing faculty members' intent to stay., (© 2024 John Wiley & Sons Australia, Ltd.)