Other Titles
Master instruction: A model of mastery for developing faculty [Symposium]
Abstract
Session presented on Sunday, July 26, 2015:
Faculty enter academia with a variety of backgrounds, educational preparation, and experience. Just as the curriculum is essential in preparing students for the nursing practice role, faculty development is essential in preparing faculty for the nurse educator role. Effective faculty development engages faculty, elevates the practice of teaching, reinforces essential competencies and learning-centered strategies, and improves student outcomes. This symposium will showcase an innovative faculty development program offered through the Center for Faculty Excellence at Chamberlain College of Nursing. This program enhances knowledge, skills, and attitudes for beginning and experienced nurse educators within a creative and supportive environment for teaching and learning nursing. The framework for this program includes: (a) formation of an organizational infrastructure that facilitates successful implementation of faculty development initiatives, (b) formation of a culture that supports and recognizes scholarly teaching, and (c) use of evidence-based pedagogical strategies that promote and sustain positive teaching and learning experiences. Integral to this faculty development program, a model was developed to guide, advance, and evaluate evidence-based and leaRN-centered strategies. This pedagogical model is titled Master Instruction, and is introduced at this symposium. Based on philosophical principles that further nurse educator competencies to address continuous quality improvement, Master Instruction builds and sustains evidence-based pedagogical teaching and learning strategies across learning environments. In order to test the effectiveness of the Master Instruction model, a pilot study was conducted with a purposive sample of online faculty and student participants. Important themes emerged regarding faculty and student perceptions about teaching and learning, which will be elaborated upon in this symposium.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Teaching and Learning Strategies, Pedagogical Model, Faculty Development
Recommended Citation
Fillmore, Laura; Phillips, Candice; Richards, Kandyce; and Maier, Cecilia Jane, "Master instruction: A model of mastery for developing faculty" (2016). INRC (Congress). 351.
https://www.sigmarepository.org/inrc/2015/presentations_2015/351
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
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Acquisition
Proxy-submission
Master instruction: A model of mastery for developing faculty
San Juan, Puerto Rico
Session presented on Sunday, July 26, 2015:
Faculty enter academia with a variety of backgrounds, educational preparation, and experience. Just as the curriculum is essential in preparing students for the nursing practice role, faculty development is essential in preparing faculty for the nurse educator role. Effective faculty development engages faculty, elevates the practice of teaching, reinforces essential competencies and learning-centered strategies, and improves student outcomes. This symposium will showcase an innovative faculty development program offered through the Center for Faculty Excellence at Chamberlain College of Nursing. This program enhances knowledge, skills, and attitudes for beginning and experienced nurse educators within a creative and supportive environment for teaching and learning nursing. The framework for this program includes: (a) formation of an organizational infrastructure that facilitates successful implementation of faculty development initiatives, (b) formation of a culture that supports and recognizes scholarly teaching, and (c) use of evidence-based pedagogical strategies that promote and sustain positive teaching and learning experiences. Integral to this faculty development program, a model was developed to guide, advance, and evaluate evidence-based and leaRN-centered strategies. This pedagogical model is titled Master Instruction, and is introduced at this symposium. Based on philosophical principles that further nurse educator competencies to address continuous quality improvement, Master Instruction builds and sustains evidence-based pedagogical teaching and learning strategies across learning environments. In order to test the effectiveness of the Master Instruction model, a pilot study was conducted with a purposive sample of online faculty and student participants. Important themes emerged regarding faculty and student perceptions about teaching and learning, which will be elaborated upon in this symposium.