Research on faculty orientation programs: guidelines and directions for nurse educators.

Abstract

The objective of this study was to review the literature for the quality of evidence available regarding faculty orientation programs and to identify practice and research implications. Computerized searches in Medline, Cumulative Index to Nursing and Allied Health Literature, and Educational Resources Information Center, and references cited in articles, were the data sources reviewed. Keywords used in the search were faculty orientation, faculty development, faculty development programs, faculty mentoring, new faculty needs, nursing, teaching, and mentoring. All relevant articles published after 1980 were evaluated. Nineteen reports of research from indexed journals in English relevant to the keywords were reviewed: 14 were quantitative reports, and 5 were qualitative. Characteristics consistently present in the literature were that an orientation program takes place over a prolonged period of time, is incorporated into faculty development plans, creates or fosters an inviting environment, includes information about the tripartite role of the academician, and identifies a specific institutional resource person such as a mentor. Most research to date has been descriptive, consistent with the third level of quality of evidence (III; Marek, 1995). Faculty for whom orientation programs are offered might immerse themselves more effectively in their new environments. Mentoring relationships can ease faculty transitions.