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Full-Text Articles in Education
Using Doctoral Education And Research-Based Learning To Advance The Nurse Leader, Kara R. De La Fosse
Using Doctoral Education And Research-Based Learning To Advance The Nurse Leader, Kara R. De La Fosse
The Journal of Advancing Education Practice
Nurse leaders perform in highly autonomous positions in two dimensions; academia, and the clinical setting with the awesome responsibility to serve and protect others. To guide nursing practice, research-based skills are crucial to ensure leadership decisions are founded in evidence-based practice. Random controlled studies are gold-standard in healthcare compared to correlation or descriptive studies and employ a systematic review to strengthen findings (Schmidt & Brown, 2021). Research skills are prominent in numerous components of the leadership scope to perform at a stellar level.
Prologue: Faculty Of Color Expressions And Perspectives, Kathryn Engdahl
Prologue: Faculty Of Color Expressions And Perspectives, Kathryn Engdahl
The Journal of Advancing Education Practice
This special issue of the Journal of Advancing Education Practice featuring Faculty of Color Expressions and Perspectives creates a critical forum for truth-telling, education, and empowerment. It offers an invitation to deepen understanding of each other’s experience, and to integrate that deeper understanding in practice to enhance ongoing equity and inclusion work.
Intentional Mentoring: A Shared Journey Of Discovering And Supporting Diverse Talent In Academia, Barbara Holmes, Kent Willis
Intentional Mentoring: A Shared Journey Of Discovering And Supporting Diverse Talent In Academia, Barbara Holmes, Kent Willis
The Journal of Advancing Education Practice
Thriving in academe for faculty of color is difficult and challenging (Gasman, 2022). Faculty of Color face enormous odds of overcoming barriers such as an unwelcoming culture, isolation, lack of professional support, imposter syndrome and disengagement from the community of scholars. In recognition of these factors, intentional mentoring provides a strategy of support in facilitating successful persistence in the academy.
This autoethnographic paper explores the mentor-mentee relationship of a tenured faculty member whose contributions in mentorship and coaching produced notable professional growth for countless doctoral students and new faculty members. Sharing the experiences of one mentee and mentor may inform …