From Clinician to Educator

Background: Amid a 50% surge in enrollment to address the nursing shortage, our undergraduate nursing program onboarded 17 new faculty within 16 months. Most were experienced clinicians with little or no teaching experience. Problem: Traditional onboarding focused on operational logistics and failed to address pedagogical development, leaving new hires underprepared for academic roles and increasing risk for burnout and attrition. Approach: A Director of Faculty Development role was created to lead a structured, multi-phase initiative. Key components included individual and group mentorship, peer observation, instructional workshops, and updated teaching resources. The program was refined over 2 years through ongoing feedback and evaluation. Outcomes: Participants reported greater teaching confidence, stronger peer connections, and improved role clarity. The initiative supported retention and instructional quality during a period of rapid change. Conclusions: Strategic onboarding that emphasizes mentorship, flexibility, and pedagogical support can facilitate faculty success and strengthen program stability during rapid expansion.