An Assessment of the Impact of Faculty Development Programs on Nursing Education

Abstract

Faculty development is essential for improving teaching quality, curriculum effectiveness, and professional competence in nursing education, particularly in contexts facing workforce shortages, limited training opportunities, and resource constraints. This study aimed to assess the role of faculty development programs in enhancing nursing education in Nepal. A quantitative cross-sectional study was conducted among 422 bachelor-level nursing educators from purposively selected nursing colleges in Kathmandu Valley, Nepal, using a structured self-administered questionnaire. Participants were selected through simple random sampling of educators. Data were collected via Kobo Toolbox and analyzed using SPSS with descriptive statistics, chi-square tests, and logistic regression, with statistical significance set at p < 0.05. Findings showed that faculty development programs (FDPs) in nursing education were predominantly offered by private institutions (98.8%). Educators widely adopted learner-centered strategies, particularly community-based clinical practice (mean = 8.00) and simulation (mean = 7.63). FDPs significantly enhanced professional growth, especially leadership (mean = 8.14), mentoring (mean = 8.13), and clinical supervision (mean = 7.68). Strong positive correlations were found between FDPs and teaching strategies, curriculum development, leadership, and graduate attributes (r = 0.83–0.93, p < 0.01). Therefore, faculty development programs are essential for improving teaching quality and professional capacity in nursing education in Nepal. Sustained, contextually relevant FDPs are needed to strengthen faculty capacity and educational outcomes.