A Faculty Internship to Foster Transition From Clinical to Academic Nursing

BACKGROUND: Shortages in nursing faculty are a critical issue, particularly in schools in rural or non-metropolitan locations. An innovative strategy was implemented to transition expert clinicians into academic teaching roles within an RN-to-baccalaureate nursing program. METHOD: Expert clinicians from a local hospital who were interested in academic teaching roles were recruited to participate in an innovative web-based and teaching internship program. RESULTS: Faculty candidates reported that the program improved their teaching confidence, and mentors found mentoring new faculty rewarding. Over 4 years, 17 clinicians participated in the program, with an 88.2% completion rate (15 clinicians). Three participants transitioned to full-time faculty positions, and 12 participants became adjunct faculty. CONCLUSION: The program successfully guided expert clinicians into faculty roles by combining flexible, theory-based online learning with structured mentorship. Although this design shows promise for broader application in nursing education and ongoing faculty development, further research is needed to assess the program's wider effect.