Strategies for successful promotion for clinical track nursing faculty.

Successful promotion of faculty yields multiple benefits including career advancement, recognition for productivity and contributions to the organization, and an increase in financial compensation for the individual. In academic settings, particularly in research intensive institutions, time and resources often are focused on supporting tenure track faculty to be successful in obtaining promotion and tenure. Although most nursing programs have substantial numbers of clinical track faculty (CTF), there may be less emphasis around planning and resources for performing activities that will lead to successful promotion for nontenure track faculty. Consequently, at the time of initial faculty appointment, CTF must begin promotion planning. This paper provides practical advice for CTF preparing for promotion including planning the promotion trajectory and identifying and facilitating the collection of evidence supporting the areas of teaching, scholarship, practice, and service. Examples are provided of activities engaged in by CTF that would serve as evidence to support promotion.

Reliability and validity of the simulation learning effectiveness inventory.

BACKGROUND: Instruments developed to measure simulation learning outcomes need evidence of their reliability and validity for rigorous research. The purpose of this paper is to report psychometric properties of the English version of the Simulation Learning Effectiveness Inventory. METHODS: Psychometric properties of the English version of the Simulation Learning Effectiveness Inventory, which included internal consistency reliability and construct validity with factor analysis, were examined in a sample of 132 undergraduate nursing students. RESULTS: Cronbach's alpha coefficients were >0.70 for all subscales. There was evidence of convergent, discriminant, and known-group validity. The factor analysis resulted in some items being associated with different subscales than in the original Chinese version. CONCLUSIONS: The English version of the Simulation Learning Effectiveness Inventory has evidence of reliability and validity. Additional psychometric studies may result in changes in some of the subscales.

Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation.

BACKGROUND: Because of large class sizes and limited resources, students participating in high-fidelity simulation experiences may be assigned to an observer role as opposed to an active nursing role. PURPOSE: Educators need to determine if anxiety levels and student learning outcomes are comparable for students in active and observer roles. METHODS: A quasi-experimental study was conducted with 132 prelicensure baccalaureate students. Active nursing roles consisted of primary care, documentation, and medication nurse roles. Observer role students were provided with resources to guide them with developing their observational skills and achieving the simulation objectives. RESULTS: There were no significant differences between simulation roles for anxiety levels, satisfaction with learning, self-confidence in learning, clinical ability, problem solving, confidence in clinical practice, and collaboration. CONCLUSIONS: These findings suggest that either role is an appropriate assignment during simulation. Educators should identify ways to be supportive and reduce anxiety in students during simulation experiences.