Evolving as Nurse Educators in Problem-Based Learning Through a Community of Faculty Development
| Autor: | Jeanette Linton, Michele Drummond-Young, Carrie Mines, Barbara Carpio, Nancy Matthew-Maich, Charlotte Noesgaard, Ola Lunyk-Child, Barbara Brown |
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| Rok vydání: | 2007 |
| Předmět: |
Program evaluation
Models Educational Attitude of Health Personnel Interprofessional Relations Nursing Methodology Research Trust Education Nursing Continuing Mentorship Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Humans Medicine Staff Development Nurse education Cooperative Behavior Program Development Qualitative Research General Nursing Ontario Medical education ComputingMilieux_THECOMPUTINGPROFESSION business.industry Uncertainty Social Support Education Nursing Baccalaureate Problem-Based Learning Focus Groups Focus group Organizational Innovation Nursing Education Research Problem-based learning Content analysis Faculty Nursing Needs assessment Curriculum Faculty development business Needs Assessment Program Evaluation |
| Zdroj: | Journal of Professional Nursing. 23:75-82 |
| ISSN: | 8755-7223 |
| DOI: | 10.1016/j.profnurs.2006.07.004 |
| Popis: | Effective faculty development programs are of paramount importance in this era of profound change in nursing education driven by baccalaureate-degree entry to practice and the concurrent implementation of college/university collaborative partnerships in Ontario, Canada. The overall purpose of this study was to design, disseminate, and evaluate a faculty development program involving nursing faculty from the McMaster University, Mohawk College, and Conestoga College. In keeping with selected conceptual models and responses to a needs assessment, faculty participated in a collaborative faculty development program that included a planned workshop, a mentorship program, and regular faculty development activities. This article presents the qualitative program evaluation component that included focus group discussions and subsequent content analysis to gain an understanding of the experiences and meaning of the faculty who participated in the faculty development program. The overarching theme was that the faculty experienced a sense of evolving as nurse educators in problem-based learning (PBL) through a community of faculty development. The following themes emerged: becoming certain in the midst of uncertainty; developing collegial trust and community; embracing PBL; valuing faculty development; and evolving as a nurse educator in PBL through faculty development. The results attest to the benefits of a collaborative faculty development program, guide future faculty development, and promote mastery in PBL. |
| Databáze: | OpenAIRE |
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