The transition, onboarding, and integration of newly hired faculty into nursing academia: A scoping review

Abstract

Background: The inadequate supply of nursing faculty presents challenges in educating nurses and addressing the nursing shortage. While the importance of intentionally onboarding newly hired faculty is widely acknowledged, there is little consensus about the specifics of onboarding program, or their implementation and evaluation. Purpose: The purpose of this study was to examine the scope, characteristics, and effectiveness of faculty onboarding programs in nursing education. Methods: A scoping review of 23 unique research studies published between January 2000 and December 2024 was conducted to answer three questions: 1) How is nursing faculty onboarding defined? 2) What features characterize faculty onboarding programs? and 3) What outcomes are used to assess onboarding program effectiveness? Results: Onboarding programs varied in scope, encompassing orientation, mentorship, and/or pedagogical development. Program features differed in structure, duration, and delivery, and had varying levels of administrative and operational support and oversight. Although onboarding programs were reported as effective in boosting faculty satisfaction, competency, retention, and academic achievements, studies were localized, and limited by small sample sizes, varying methodologies, and differing outcome metrics. Conclusions: Faculty onboarding programs show promise but require further research to evaluate their impact and sustainability. Clear definitions, consistent implementation, and outcome measurement are needed to guide policy and practice in nursing education.