Faculty Development in Nursing Education
Faculty Development
Faculty development begins with orientation. The orientation of new teachers to the university or college, school and department or department is critical to the effectiveness of the program. In this orientation, the faculty begins the socialization process in the academy. You will be introduced to the mission and goals of the institution and school at each level represented in the structure.
Need of Development
Expectations are reviewed and any
documents that reinforce and guide movement toward those expectations are
shared. For example, new faculty often receive the institutional handbook,
which provides general guidelines and expectations for teaching, service, and
research. The support systems and the personnel available to maintain them are
introduced and a tour of the physical facility is given. More specific guidance
is provided at each level.
After completing the orientation, teachers should receive professional development support. Some schools have a research office to support faculty in their research efforts, and others have teaching centers or technology experts to support faculty in their teaching role. The use of travel funds and planning that encourages faculty participation in conferences, seminars, and research colloquial are important components of development and should be implemented and monitored as part of the evaluation effort.
More and more schools are developing tutoring programs that can offer general tutoring. o Research specific mentoring and caching Mentoring is a multidimensional activity consisting of highly individualized dyadic processes and relationships.
Stewart and Kruger Attributes
Stewart and Kruger AY (1996) identify the six essential attributes of mentoring as teaching/learning process, mutual relationship, professional development, knowledge differences between participants, multi-year duration and effect on the relationship beyond the mentor relationship.
Mentors listen, validate, advise, encourage, seek input, and help youth develop their status and career direction. Effective mentoring is the result of personal characteristics of the mentor, such as B. Accessibility, effective interpersonal skills, acceptance of a positive teaching role, and appropriate attention to learning. Provide supervisory support and capacity building (Andrews & Wallis, 1999; Shaffer et al. 2000). Whatever the mentor's point of view, the role must be clear to both the mentor and the mentee. In large schools, the assignment of a mentor can be done at the department level. at smaller schools. Allocation is often the responsibility of a central administrator or faculty school board.
It is common for a senior faculty member to be appointed as a mentor for a period of the year, with rolling assignment based on individual needs or development plans. Each member of the mentoring dyad should evaluate the nature and effectiveness of the mentoring relationship at the end of the year or periodically as the relationship progresses beyond the year. The mentor's role may vary by institution, but common roles include counseling and advising, reviewing course materials, observing instruction, assisting in the processing of assessment data, lecture modeling, encouragement, and coaching.
Members have access to
campus support systems, identify funding sources and develop a research focus,
and serve as resources as assigned faculty members make progress towards
meeting promotion and tenure expectations. The purpose of the relationship is
generally consultative and constructive; However, some schools may prefer a
more direct prescriptive approach, particularly for new teachers (Banko, 1993).
Another form of tutoring can be done in group sessions. In
addition to faculty development offerings at the campus and institutional
levels, the school or department may offer a series of open and scheduled
sessions for new and continuing faculty. Sessions may focus on common concerns,
concerns identified through a needs assessment, or issues related to changes at
the school. For example, many schools offer regular sessions on the use of new
technologies as they are acquired. It may be necessary to offer teacher
development in relation to policy changes, curriculum changes, or other new
developments at the school or institution.
Finally, larger schools may have their own continuing education department. In these schools, an expectation of this department may be to participate in faculty development. As part of continuing education, a department may offer a series of workshops related to instructional strategies, test design, assessment, or other topics of interest to the department as a whole.
They are generally open to others as well, to create a more diverse mix
of participants and provide fiscal support to the department. Some continuing
education departments support faculty in organizing conferences related to
their areas of expertise and co-fund research colloquiums or other events that
serve faculty in their professional development and provide faculty with the
opportunity to share their speaking experience. .
Faculty Scholarship
The academic achievements of the faculty must support the effectiveness of the program. Boyer (1990) proposes that the academic role of the teacher has four functions, namely discovery science, integration, application and teaching. The Discovery Grant consists of independent research that has been published and peer-reviewed. The Integration Fellowship includes endeavors such as interdisciplinary activities, reading in other fields, interpretive essay writing, and mentoring for young researchers.
The application scholarship includes professional practice, advice and service. The teaching grant includes the role of the teacher, curriculum development, and program evaluation.Boyer (1990) suggests that faculty should be able to hire select fellowship profiles across all four functions, where individual faculty members may focus primarily on one area or combination of areas.
Many institutions have adapted Boyer's model by having faculty declare an area of excellence with basic expectations of the scholarship cache. After selecting an area of excellence, the teacher sets goals to fulfill the "contract." Some institutions are experimenting with a “balanced case” approach, in which faculty meet certain criteria in each category without specifying an area of excellence. In any case, the expectations for teachers in a particular school must be consistent with those of the parent institution to avoid conflicts with promotion and tenure expectations.
Evaluation by Boyer
The evaluation of the merit of scientific activity within each of the four functions of scholarship can be done using a consistent approach based on six characteristics of good science (Boyer, 1994).
These
attributes include (1) clarity of purpose, (2) thoroughness of preparation, (3)
appropriateness of methods, (4) relevance of results, (5) effectiveness in
communicating scholarly work, and (6) reflective criticism. The documentation
faculty provide regarding scholarships in any of the four roles can be assessed
against these six attributes. Faculty may address these attributes in a self-assessment,
or a panel of peers may use the attributes as an assessment rubric.
Knowledge and its further development (discovery theory) are essential for the academy. and those who select research as an area of excellence will be measured against established criteria within the school or department. These criteria should stand up to peer scrutiny both within and outside the discipline. The volume of research and publications is less important than the quality of the effort. Some committees ask professors to select two or three of their best research papers and papers for review, rather than submitting all papers for review.
This underscores the focus on quality. An additional expectation is that evidence of external peer review and department head review will be included in papers submitted for peer review. The selection of papers for publication or presentation is evidence of their value to reviewers. Wherever publications appear, they can also come from importance Articles in peer-reviewed and reputable journals are considered evidence of a quality check prior to publication.
It is important to know the standards of the respective institution. For example, some schools give more weight to peer-reviewed journal articles or entire books than to book chapters. Single authorship can also be weighed against co-authorship or placement in the author list. The invited works are often seen as proof of their value. Invited creative works such as radio or television productions, videotapes, scores and choreographies are also considered evidence of scholarship or excellence by some institutions. Receiving significant awards and other forms of recognition as a leader in its field is compelling evidence of quality.
Funding for research and special projects is generally accepted as evidence of grants. The weight can be assigned based on the funding source. Internal financing may not carry the same weight as external financing, but external financing can also carry weight. For example, a grant from large foundations or federal programs may be valued more favorably than multiple small grants from lesser-known sources. In the review process, you can decide whether you are a principal investigator or a participant.
Applied research
that is relevant to a wider audience is increasingly valued. The key to
considering any scientific endeavor is evidence of analysis and synthesis in
theory-based studies, not simple descriptive studies. Variations occur
depending on the institution's mission, so each school must set criteria in the
context of that mission. Scientific work is ultimately judged better by
intellectual peers (Braskamp & Ory, 1994).
The application scholarship is proven by professional practice and service. Practice as a professional service is a focus at some institutions, while at other institutions it is not valued as highly as research from a faculty perspective. Once again it can be seen that more and more institutions are trying to develop criteria to reflect academic achievements and to recognize these achievements.
A common standard for demonstrating academic clinical practice and clinical competence is national certification in one's field, particularly for those faculty seeking recognition and professionalism. whether the activity reveals new insights, illuminates integrative issues, or demonstrates creative insight (Boyer, 1990).It is not possible for a faculty member to excel in all areas of the institution to be reviewed.
Boyer's (1990) model seeks to respond to the need to view science differently and offers several opportunities for faculty to demonstrate worthy productivity. Research and publication are important elements of science and are at the heart of full and research universities. However, confining the focus of faculty evaluation and reward decisions to a single area undermines the valuable work of a diverse faculty. The same diversity and breadth of experience strengthens an institution's reputation and enables wise use of resources. The duty of the faculty is to prove the scientific performance in one or more functions of the scholarship. Institutional leaders have a duty to facilitate this process and reward positive outcomes.
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