La importancia de los planes de inducción para docentes de enfermería en Puerto Rico: Hacia una educación de calidad
DOI:
https://doi.org/10.55420/2693.9193.v16.n1.348Keywords:
Faculty induction, nursing education, higher education, faculty retention, academic leadership, accreditation, Puerto Rico, mentorship, nursing faculty, nursing induction, induction programs, novice educators, pedagogical developmentAbstract
The transition from clinical nurses to nurse educators in Puerto Rico poses multiple challenges, largely due to the lack of structured induction programs. This article explores the significance of induction initiatives for the preparation and retention of nursing faculty, comparing practices in accredited and non-accredited institutions. Drawing from an analysis conducted across four higher education institutions in Puerto Rico, findings indicate that accredited programs emphasize systematic and sustainable strategies, whereas non-accredited institutions tend to focus on short-term solutions with limited long-term pedagogical development. Leadership styles and their influence on induction effectiveness are also examined, with particular attention to the positive role of transformational leadership in mentorship, faculty retention, and teaching quality. The paper concludes with ten evidence-based recommendations—including standardized guidelines, clinical-educational mentorship, and innovative technologies—that aim to strengthen induction practices. Ultimately, investing in comprehensive induction programs not only builds pedagogical competence and professional confidence among novice educators but also advances the overall quality of nursing education and contributes to a safer healthcare system in Puerto Rico.
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