Comprehensive Onboarding and Orientation to Support Newly Hired Faculty in a Nursing Program
Amber Young-Brice, Kylateia Farrar-Stern, Michele Malin
Abstract
BACKGROUND: Nursing programs are challenged with retaining nurse faculty due to many complex factors, one being the problem of suboptimal transition to the role. PURPOSE: The purpose of this project was to assess the impact of an onboarding and orientation program, the Teaching Excellence Program (TEP), on the transition of newly hired nurse faculty. METHODS: Program assessment data, including quantitative and qualitative measures of 14 participants' needs and experiences, were collected over one academic year. RESULTS: A Wilcoxon signed-rank test found no discernible difference between the preprogram and postprogram survey responses. Qualitatively, participants reported positive experiences with the TEP, highlighting the value of being in a cohort that created a sense of belonging within the college and university. CONCLUSION: The inclusion of programming such as the TEP can be used as a recruitment and retention tool, especially as we navigate faculty shortages and develop clinicians as faculty members.