Preparing New Clinical Educators

10-Year Outcomes of a Hybrid Program

Bibliographic Data

ID21455478
AuthorsLisa A Seldomridge (0000-0002-6631-0058, Salisbury University), Nicole Hall, Nicole J Hall, Judith M Jarosinski (0000-0002-0882-1159), Tina P Reid, Tina P Brown Reid, Bradley P Hauck, Beverly C Payne, Beverly Payne
Year2023
Volume62
Issue12
Pages701-705
Publication date2023-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20231016-01
PMID38049306
OpenAlexW4389322666
LanguageEN
Citations received1
References cited8

Background: Recruitment and retention of new clinical educators is of urgent concern as it coincides with a growing need for qualified RNs. One solution is to provide intensive training experiences for expert clinicians who can become educators. Method: This mixed-method research reports on 10-year outcomes of one hybrid program and the improvements made to align with best practices in learning in an online environment. Results: From 2012 to 2021, a total of 264 participants completed the program, with 71% taking teaching positions in 21 of 26 Maryland nursing programs. Aggregate data from surveys and focus groups revealed a need for improvements in the organization of program materials, strategies to help participants manage the program's pace, and further efforts to create an ongoing sense of community. Conclusion: In the past 10 years, the Faculty Academy and Mentorship Initiative of Maryland has recruited, educated, and inspired clinicians for educator roles while using data to drive change and improve the participant experience. [ J Nurs Educ . 2023;62(12):701–705.]

Medical education · MEDLINE · Political science · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing education and management · Psychology

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