The use of faculty policy teams for advancing policy advocacy and colleagueship.

Policy changes that impact nursing occur at multiple levels. The scope and pace of policy changes make it impossible for one faculty member to fill the role of policy advocate. Faculty are frequently reticent to participate, yet, policy work can be very rewarding for faculty. When engaged in policy advocacy, nursing faculty can be a valuable resource to the university, to legislators, and to other stakeholders. This article discusses the team approach to policy advocacy activity and outlines key steps in the policy process. Strategies for overcoming barriers when merging academic and advocacy responsibilities are identified. An example of a college of nursing faculty policy team that utilized nursing presence and their combined intellectual, social, and political capital is provided. In this example, the policy team influences policy discussions on issues impacting both the university community and citizens throughout the state. The strategies provided and the policy process steps discussed are applicable to policy changes at the local, state, and federal levels. Nursing faculty are positioned to engage students, alumni, practice leaders, and community stakeholders in interdisciplinary and transdisciplinary efforts that influence policy initiatives.

Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice.

Teaching the literacy of professionalism: when clinical skills are not enough.

Many RNs seeking their BSN degrees do not have well-developed nonclinical professional skills related to scholarship. To address this issue, faculty used the Community of Inquiry Framework to develop an elective, online course to help RN-BSN students explore professional growth through writing, presenting, and portfolio development. The authors discuss the course and its outcomes.