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Common Teaching Mistakes New NP Faculty Make (and How to Fix Them Quickly)
- Jacklyn DelPrete
- Jan 12
- 3 min read
Stepping into a faculty role as a nurse practitioner is both exciting and overwhelming. You bring years of clinical expertise, professional judgment, and real-world insight—but teaching requires an entirely different skill set.
The good news? Most teaching missteps new NP faculty make are completely normal, highly fixable, and often rooted in trying too hard to do things “right.”
Whether you’re teaching face-to-face, online, or a blend of both, here are the most common mistakes new NP faculty make—and practical ways to course-correct quickly without burning out.
Mistake: Teaching the Way You Were Taught
Many new faculty default to the methods they experienced as students: long lectures, dense slides, and content-heavy sessions. Unfortunately, what worked for you as a motivated graduate student doesn’t always translate to effective learning—especially for today’s NP learners juggling work, family, and clinical hours.
Quick Fix
Shift your mindset from content delivery to learning facilitation.
Prioritize application over information.
Ask: What does the student need to DO with this content in practice?
Build in cases, discussion prompts, or brief reflection pauses—even in lectures.
Mistake: Overloading Students With Too Much Content
New NP faculty often feel responsible for teaching students everything. This leads to packed lectures, overloaded LMS modules, and students who feel overwhelmed rather than empowered.
Quick Fix
Use a “need to know vs. nice to know” filter.
Anchor each class or module to 3–5 core learning objectives.
Repetition across courses and clinical experiences reinforces learning.
Remember: depth beats breadth—especially at the graduate level.
Mistake: Confusing Rigor With Workload
Rigor isn’t about how many readings or assignments you assign—it’s about how deeply students engage with the material. New faculty sometimes unintentionally create busywork that frustrates learners without improving outcomes.
Quick Fix
Design fewer, higher-impact assignments.
Replace multiple small tasks with one meaningful application.
Use case-based, clinical reasoning, or decision-making assignments.
Clearly explain why an assignment matters in real NP practice.
Mistake: Struggling With Classroom Control (In-Person)
In face-to-face settings, new faculty may feel unsure about managing dominant voices, disengaged students, or awkward silences—especially when teaching peers or experienced RNs.
Quick Fix
Structure interaction rather than hoping it happens naturally.
Use think-pair-share or small group case discussions.
Set expectations early for participation and professionalism.
Remember: confidence grows with consistency.
Mistake: Treating Online Teaching Like “Upload and Go”
A common mistake in online NP courses is assuming that posting lectures, readings, and assignments equals teaching. Students often report feeling disconnected, confused, or unsupported in these environments.
Quick Fix
Create visible faculty presence.
Post short weekly announcements or video check-ins.
Actively engage in discussion boards (without dominating them).
Provide timely, specific feedback that guides improvement.
Mistake: Writing Vague or Overly Harsh Feedback
Feedback is one of the most powerful teaching tools—but also one of the hardest to master. New faculty may default to vague comments (“Good job,” “Needs improvement”) or overly critical feedback that discourages learners.
Quick Fix
Use formative feedback instead of fault-finding.
Be specific: reference criteria, examples, and next steps.
Balance strengths with areas for growth.
Frame feedback as coaching, not correction.
Mistake: Trying to Be the “Perfect” Faculty Member
New NP faculty often put immense pressure on themselves to be polished, confident, and flawless—right away. This leads to overprepping, imposter syndrome, and rapid burnout.
Quick Fix
Adopt a growth mindset—for yourself.
Teaching is a skill developed over time.
Ask for peer input and mentorship.
Reflect after each class: What worked? What can improve next time?
Final Thoughts: You’re Not Behind—You’re Learning!
Every experienced NP educator has made these same mistakes. Teaching is not about perfection; it’s about intentional improvement, reflection, and adaptability.
If you’re willing to reflect, adjust, and stay learner-centered, you’re already on the right path. Your clinical expertise matters—but how you translate that knowledge into meaningful learning experiences is what truly elevates your impact as faculty.
And remember: Great NP educators aren’t born—they’re built, one semester at a time.
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