Junior Faculty Teaching Fellowship: A Model to Support Nursing Education Development
Knowledge, skills, and attitudes necessary for successful clinical practice often contrast with those required for teachers. Examples of academic skills may include lecture preparation, clinical thinking promotion, and student precepting. A professional identity shift from clinician to academic must take place to be successful as an educator.7 Although the literature clearly identifies these challenges, there is little outcome data to determine best approaches to facilitate this role transition. Weidman8 found that a substantive orientation, faculty development, and consistent mentoring are key aspects of a successful role integration for novice faculty. Research supports a structured mentoring program, which improves the knowledge, skills, and attitudes of novice nursing faculty.6,9
Currently, there are no universal models specific to aiding in the transition to nursing faculty in higher education. The purpose of this article is to describe an innovative, collaborative program for supporting transition and development of critical skills for novice faculty. The article describes the format of a nursing-specific cohort of the Junior Faculty Teaching Fellowship (JFTF) and discusses the nursing faculty’s value of participation in the program.