In the advent for protracted increase in nursing enrolment at Cleveland State University, attention, encouragement and support has to be accorded to new faculty. Appreciating their support and input, timely induction into the Educators role is the most recommended way to facilitate success and satisfaction in this challenging field. The transfer of knowledge, skills and ideas outlines the basic objectives of an educational institution. To achieve this, the multifaceted discipline of nurse educators' education needs to rely on the experience of the seasoned professionals and their collaboration with the newly recruited members of staff. New faculty has expectations, dreams and goals; but unfortunately they are prone to numerous challenges in their bid to be integrated into the system of the school or department and smoothly adjust to its operations. For the purposes of tackling these challenges, easing them into the system and ensuring they give their all in respect to the Departmental vision, mission and objectives is imperative and is the responsibility vested on the Cleveland State University nursing faculty. To achieve career transition, a rigorous orientation exercise integrates them into the system. This paper explores the introduction of novice faculty into the nursing educator's career, extrapolating their role and ultimately equipping them with sufficient skills to act as mentors to the students and even new faculty.
In the advent for protracted increase in nursing enrolment at Cleveland State University, attention, encouragement and support has to be accorded to new faculty. Appreciating their support and input, timely induction into the Educators role is the most recommended way to facilitate success and satisfaction in this challenging field. The transfer of knowledge, skills and ideas outlines the basic objectives of an educational institution. To achieve this, the multifaceted discipline of nurse educators' education needs to rely on the experience of the seasoned professionals and their collaboration with the newly recruited members of staff. New faculty has expectations, dreams and goals; but unfortunately they are prone to numerous challenges in their bid to be integrated into the system of the school or department and smoothly adjust to its operations. For the purposes of tackling these challenges, easing them into the system and ensuring they give their all in respect to the Departmental vision, mission and objectives is imperative and is the responsibility vested on the Cleveland State University nursing faculty. To achieve career transition, a rigorous orientation exercise integrates them into the system. This paper explores the introduction of novice faculty into the nursing educator's career, extrapolating their role and ultimately equipping them with sufficient skills to act as mentors to the students and even new faculty.
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