An assessment of faculty development programs in enhancing nursing educators' teaching effectiveness in University of Calabar Teaching Hospital.
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Background of the Study
Faculty development programs (FDPs) are designed to enhance the skills and knowledge of educators, enabling them to improve teaching effectiveness and adapt to evolving educational needs. In nursing education, these programs are especially important because they not only support pedagogical development but also help educators integrate the latest healthcare advancements and technological tools into their teaching. The University of Calabar Teaching Hospital (UCTH) offers nursing programs aimed at developing competent healthcare professionals. However, as the healthcare landscape evolves and nursing education becomes more complex, there is an increasing demand for faculty to remain up to date with best practices in teaching and clinical education. Faculty development programs can address these challenges by enhancing nursing educators' teaching effectiveness, thereby improving student outcomes in clinical settings (Kalu & Nwachukwu, 2024).
Nursing educators at UCTH play a crucial role in shaping future nurses, but many face challenges such as limited access to professional development resources, lack of training in modern teaching methods, and the need for continuous engagement with emerging healthcare technologies. Recent studies have shown that faculty development programs are positively associated with improved teaching effectiveness, as they equip educators with strategies to foster critical thinking, adapt to diverse student learning needs, and promote a student-centered approach to learning (Okwuanaso & Ajayi, 2023). However, despite their importance, there is limited research specifically examining the impact of faculty development programs on nursing educators at UCTH.
This study aims to assess the effectiveness of faculty development programs in enhancing nursing educators' teaching effectiveness at UCTH. By evaluating these programs' structure, content, and outcomes, the research will provide valuable insights into how faculty development can be optimized to improve nursing education and address the ever-evolving demands of the healthcare sector.
Statement of the Problem
Despite the recognized importance of faculty development programs in enhancing teaching effectiveness, there is limited data on the specific impact these programs have on nursing educators at the University of Calabar Teaching Hospital. Although faculty development is an essential component of academic growth, nursing educators at UCTH may not be fully equipped with the necessary tools to optimize their teaching practices. Challenges such as insufficient access to training programs, lack of mentorship opportunities, and inadequate resources may hinder the effectiveness of faculty development initiatives. Consequently, there is a need to investigate how these programs influence teaching effectiveness and identify areas for improvement. This study will provide an in-depth assessment of the existing faculty development programs at UCTH and explore their effectiveness in enhancing nursing educators' teaching practices.
Objectives of the Study
1. To evaluate the effectiveness of faculty development programs in improving nursing educators' teaching effectiveness at the University of Calabar Teaching Hospital.
2. To identify the challenges faced by nursing educators in participating in faculty development programs at UCTH.
3. To propose strategies for improving the structure and content of faculty development programs for nursing educators at UCTH.
Research Questions
1. How effective are faculty development programs in enhancing nursing educators' teaching effectiveness at the University of Calabar Teaching Hospital?
2. What challenges do nursing educators face in participating in faculty development programs at UCTH?
3. What improvements can be made to faculty development programs to better enhance teaching effectiveness at UCTH?
Research Hypotheses
1. Faculty development programs significantly enhance the teaching effectiveness of nursing educators at the University of Calabar Teaching Hospital.
2. Nursing educators face significant challenges in accessing and participating in faculty development programs at UCTH.
3. Improvements in the structure and content of faculty development programs will further enhance nursing educators' teaching effectiveness at UCTH.
Scope and Limitations of the Study
The study will focus on nursing educators at the University of Calabar Teaching Hospital, specifically assessing the impact of faculty development programs on their teaching effectiveness. It will examine the programs' content, structure, and delivery methods. The study's limitations include potential biases in self-reported data and the challenge of isolating the effects of faculty development programs from other factors influencing teaching effectiveness. Additionally, the study may be constrained by the availability of faculty members to participate in the research.
Definitions of Terms
• Faculty development programs: Structured initiatives aimed at enhancing the skills, knowledge, and effectiveness of educators, including workshops, seminars, and training in modern teaching strategies.
• Teaching effectiveness: The ability of educators to engage students, facilitate learning, and assess educational outcomes effectively, including in clinical settings.
• Nursing educators: Registered nurses who are responsible for teaching and mentoring nursing students in both classroom and clinical environments.
• Professional development: The continuous process of acquiring new skills, knowledge, and competencies to improve performance in a professional setting.
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