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COVID-19, doctoral nursing education, nursing faculty, professional development



  1. Burton, Candace W. PhD, RN, AFN-BC, AGN-BC
  2. Rodrigues, Sarah M. BSN, RN
  3. Jones-Patten, Alexandria E. MSN, RN
  4. Ju, Eunae MS, RN
  5. Abrahim, Heather L. MSN, RN
  6. Saatchi, Babak MSN
  7. Wilcox, Stephen P. PhD
  8. Bender, Miriam PhD, RN


Background: The need for faculty to educate prospective nurses is urgent: without sufficient nursing faculty, schools regularly reject qualified applicants, despite an increasing need for nurses. At the same time, many graduate-prepared nurses lack preparation in teaching and pedagogical frameworks.


Problem: Literature on how PhD programs in nursing prepare graduates for teaching indicates that there is typically more emphasis on research than pedagogical learning.


Approach: With the shift to remote learning under the COVID-19 pandemic, the University of California Irvine created a Graduate Fellows program to provide support to faculty while offering graduate students education in pedagogy and remote learning.


Outcomes: Fellows were satisfied and reported increased understanding of challenges in teaching and increasing comfort with nurse faculty roles.


Conclusions: The collaborative efforts of fellows and faculty provided important resources at a critical time, and insights gained can inform similar projects in nursing faculty development.