Evaluating Innovations
in Nursing Education


Addressing the Nurse Faculty Shortage by
Supporting Evaluations, Generating
Evidence and Disseminating Findings

Evaluating Innovations in Nursing Education (EIN) was established by the Robert Wood Johnson Foundation (RWJF) to fund research that will inform effective strategies to address the shortage of nurse faculty.  By fostering replication of successful strategies, the ultimate goal is to increase the numbers of nursing school graduates and assure their capacity to meet future health care needs. Since 2009, EIN has awarded twelve grants to various colleges of nursing across the country to support their research.

NuFAQs — the Nurse Faculty Query — is an interactive web-based tool that guides you in  customizing findings on the workload, job characteristics, and attitudes toward work-life among full-time nurse faculty in the U.S. NuFAQs reports on responses to the 2011 National Survey of Nurse Faculty from a nationally representative sample of all full-time faculty members teaching in nursing schools that offer at least one degree program that prepares graduates to sit for the licensure examination.

 

Evaluating Innovations in Nursing Education, a National Program Office of the Robert Wood Johnson Foundation, is overseen by Michael Yedidia, program director and Joanne Fuccello, deputy director. The program office is located at the Center for State Health Policy at Rutgers University in New Brunswick, New Jersey.

First Cycle Grantees

Two of the controlled evaluations funded by EIN during its first grant award cycle addressed the effects of the Dedicated Education Unit (DEU) on clinical teaching capacity, faculty work-life and quality of the learning environment. At the University of Portland, the evaluation included four schools of nursing and their respective acute care hospital partners operating both DEUs and traditional teaching units. The University of Massachusetts, Boston team randomized 4 cohorts of students into either DEUs or traditional units it is partner hospitals.

Second Cycle Grantees

Second-cycle grantees also conducted controlled evaluations of interventions by working with independent evaluators. The two-year EIN grants—which started in October 2010—include evaluations of the implementation of a statewide education consortium curriculum, the substitution of clinical simulation for supervised hospital rotations, and an analysis of myriad state-based, support-for-service programs which offer funding support to nursing students who wish to become nurse faculty.

University of Hawaii at Manoa, School of Nursing and Dental Hygiene

The Impact of Implementing the Hawaii Statewide Nursing Consortium Curriculum on Faculty Work Life, Teaching Productivity and Quality of Education

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The New York University College of Nursing

Using a Simulation Clinical Teaching Model to Increase Faculty Capacity in an Undergraduate Nursing Education Program

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The University of North Carolina at Chapel Hill, School of Nursing

Evaluation of State-Based Support-for-Service Programs Targeting Nurse Faculty

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Third Cycle Grantees

Third cycle grantees, funded in mid July 2012, are conducting research to inform strategies to prepare faculty to educate nurses for roles in the reformed health care system as envisioned in the IOM report on the future of nursing. These two-year projects (2012-2014) are examining a range of issues related to preparation and recruitment of nurse faculty members.

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American Association of Colleges of Nursing

Identifying barriers and opportunities for doctoral students to pursue faculty careers

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Indiana University

Assessing stages of career decision-making related to becoming a nurse faculty member

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University of North Carolina Chapel Hill

Exploring the hiring practices and intentions of directors of nursing programs related to DNP and PhD-prepared faculty

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Villanova University

Examining the relationship between the demands of teaching doctoral students and research productivity among doctorally-prepared nurse faculty

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University of Wisconsin-Madison

Assessing the prospects for early-entry doctoral programs (admitting pre-baccalaureate students and recent graduates) to increase the number and productivity of future nurse faculty

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