The national spotlight on the Registered Nurse shortage has helped to generate strong interest in nursing careers among those new to the workforce and those seeking a career change. With salaries climbing, opportunities expanding, and the demand for nursing services on the rise, now is an exciting time to join the nursing profession. This article discusses the traditional entry points into Registered Nursing, specifically Baccalaureate Degree Programs, Associate Degree Programs, and Diploma Programs, as well as emerging routes, which include entry-level master’s programs, community college-based baccalaureate programs, and degree completion programs for Licensed Practical Nurses and other allied health providers. With multiple opportunities for progression to advanced degrees in nursing, the authors also touch on graduate education options including online programs, baccalaureate to doctoral programs, along with Clinical Nurse Leader and Doctor of Nursing Practice programs.

academic progression --- accelerated program --- American Association of Colleges of Nursing --- associate degree (ADN) --- baccalaureate degree (BSN) --- Clinical Nurse Leader --- degree completion program --- diploma --- distance education --- Doctor of Nursing practice --- doctoral degree (PhD --- DNP) --- entry into practice --- master’s degree (MSN) --- National League for Nursing --- nursing careers --- nursing education --- nursing faculty --- online program

The national dialogue about the expanding nurse faculty shortage has piqued the interest of many nurses in practice and motivated them to pursue a teaching role. Thought eager to share their clinical expertise as nurse educators, many of them have questions about what is required to transition from the clinical practice setting to the academic environment, even on a part-time basis. This article provides practical advice on how to find teaching opportunities in higher education and make the role transition successfully. The authors address types of faculty appointments, educational qualifications needed for teaching, considerations in taking a faculty position, beginning a faculty position and learning about the academic work environment, and faculty development opportunities. They conclude by paying special attention to the essential skills needed to become a nurse educator and flourish in a teaching role.

nurse faculty --- nurse faculty shortage --- faculty shortage strategies --- nursing careers --- nursing education --- nurse educator --- teaching nursing --- faculty role --- faculty qualification --- nursing shortage --- American Association of Colleges of Nursing

Nurse-to-nurse bullying in the workforce is contributing to the current nursing shortage. The literature reveals both victims and witnesses of bullying suffer silently and are often confused as to what to do when presented with bullying behavior. This confusion frequently contributes to nurses leaving their chosen profession. Canadian lawmakers are now beginning to address workplace bulling behaviors. The purpose of this paper is to raise awareness of the challenges associated with workplace bullying among nurses by defining and describing the incidence and origin of workplace bullying; reporting the nature of and consequences of workplace bullying for both victims and witnesses; presenting the Canadian legal response, strategies to support victims, and approaches preventing workplace bullying; and considering the nurse manager’s role in addressing workplace bullying.

bullying --- bullying culture --- horizontal violence --- peer harassment --- psychological harassment --- preventing workplace bullying --- psychological terrorization --- nurses and bullying --- nurse manager and workplace bullying --- nursing shortage --- workplace violence

Despite the well-documented evidence for preventing musculoskeletal injuries among nurses providing patient handling tasks using ergonomic principles, faculty in nursing schools continue to rely on the teaching of body mechanics which fails to reduce the risk of musculoskeletal injuries. In this article the authors report the qualitative data from a parent study designed to develop and test an evidence-based curriculum module in nursing schools. Focus groups were conducted with participating faculty to elicit their perceptions of facilitators and barriers for implementing a new, evidence-based, safe patient handling curriculum module at their nursing schools. Content analysis was used to analyze the data. Faculty, who were overwhelmingly positive about the curriculum module, related numerous implementation facilitators and recommendations for overcoming barriers. Findings from this study can be used to facilitate implementation of the curriculum module at other nursing schools and thus promote the use of safe patient handling throughout healthcare.

back injury --- devices --- equipment --- ergonomics --- Handle With Care® --- lifting techniques --- musculoskeletal disorders --- National Institute of Occupational Safety and Health (NIOSH) --- nurse safety --- nursing --- nursing education --- nursing faculty --- nursing schools --- nursing students --- occupational safety --- Occupational Safety & Health Administration (OSHA) --- patient care ergonomics --- safe patient handling --- work-related musculoskeletal injuries

Computer technologies have opened the door to many new teaching approaches for nurse educators. However, the challenges facing faculty who did not ‘grow up’ in the computer age continue to be a focus of concern. The rapid expansion of electronic learning environments has increased the need to bridge the gap between the generational cohort of many educators and that of today’s learners. Teaching with technology is a learned skill, not an intuitive one; and it involves considerably more knowledge and skill than knowing how to use a computer. Programs are needed to enable faculty to incorporate technology into their repertoire of teaching strategies. The purpose of this article is to describe a Technology Fellowship Program (TFP) designed to assist faculty as they develop technological competencies to enhance their teaching skills. The article will describe one University’s initiation of a TFP, the School of Nursing’s faculty involvement in the Program, the implementation of a technology-learning project, and an evaluation that identified desirable qualities of a technology mentor, described the learning experience, and noted resources needed to increase the use of technology by faculty.

computers --- faculty development --- mentoring --- nursing education --- technology