É«½äÖ±²¥ provides a Teaching Orientation Program to assist new faculty members in integrating into the community and the Certify Before July program to help current faculty develop expertise in facilitating the academic and clinical learning of nursing students through rigorous training, evidence-based practice, and interdisciplinary collaboration.
Teaching Orientation Program
Background
Nurse educators are responsible for creating and implementing curricula, organizing clinical learning experiences, and assessing whether students meet course and program goals. These responsibilities collectively shape the overall quality of a nursing education program. Since high-quality education underpins effective clinical practice, it is essential that nurse educators are thoroughly prepared and that their teaching responsibilities are clearly defined (McMillian-Bohler, 2022).
To ensure excellence in nursing education, it’s essential that faculty are well-prepared for their teaching roles. Nurse educators play a pivotal part in shaping program quality by designing curricula, guiding clinical experiences, and evaluating student outcomes. A comprehensive orientation program helps clarify expectations, build confidence, and lay the groundwork for effective teaching—ultimately supporting the delivery of high-quality clinical practice.
The Program
At the heart of every exceptional nursing program are educators who are confident, well-prepared, and supported in their teaching journey. Our comprehensive Teaching Orientation Program (TOP) is designed to ensure that faculty have the knowledge, skill, and support needed to excel in the teaching role. The program begins with a self-assessment grounded in the National League for Nursing (NLN) competencies for nurse educators. This reflective tool helps new faculty identify their strengths and areas for growth. Following the assessment, faculty meet one-on-one with the Director of the Institute for Educational Excellence (IEE) to co-create a personalized teaching development plan. This plan includes a semester-long teaching observation checklist to guide and support faculty through their observation semester.
To further enrich the transition, we offer a series of monthly sessions covering essential topics such as:
- The CBE Process: Navigating Competency-Based Education
- The Scholarship of Teaching and Learning: Enhancing Your Teaching through Research
- Backward Design: Building Courses from the End Goal
- Creating a Supportive Academic Milieu: Fostering Psychological Safety in the Classroom
- The Role of the Course Lead: Leading with Purpose
- Learner Accommodations: Supporting Diverse Learning Needs
- Assessment: Measuring and Guiding Learner Progress
- Interpreting Course Evaluations: Turning Feedback into Action
- Resources at DUSON: Navigating Tools and Support for Faculty
- Simulation: A Tool, Not a Technique
- Supporting Learner Success: From Engagement to Achievement
- Navigating Predatory Publishing and the Annual Review Process
The Guides
Each new faculty member is provided with seasoned faculty who invest time – in a deliberate way – to help new faculty transition to their new role and environment. Those seasoned faculty are as follows:
- Pedagogical Guide. The IEE Director fills this role and is expected to help new faculty with their teaching responsibilities.
- Research Mentor. Coordinated through the Center for Nursing Research, this individual is expected to guide tenure-track and research-track faculty with their program of research.
- Scholarship Guide. A Division Chair fills this role and is expected to help faculty with their scholarly endeavors.
Certify Before July
An award-winning faculty development initiative sponsored by the Division Chairs, the Vice Dean for Faculty Affairs and Development, and the Institute for Educational Excellence at the É«½äÖ±²¥, the Certify Before July program supports regular and non-regular rank faculty in preparing for and obtaining educator certification through credentials such as the CNE, CNEcl, CNE Novice, and CHSE. Eligible faculty who have taught at DUSON for at least two years receive financial and logistical support to complete a self-paced exam prep course and register for their certification exam. This initiative aligns with DUSON’s commitment to pedagogical excellence and ensures compliance with North Carolina Board of Nursing requirements for teaching pre-licensure students.