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Miller L, Izumi S, Denfeld Q, Rosenkranz SJ, Hansen L. An ecosystem approach to mentoring research faculty in schools of nursing: The pacific northwest interdependence mentoring model. Nurs Outlook 2024; 72:102147. [PMID: 38447280 DOI: 10.1016/j.outlook.2024.102147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Revised: 01/26/2024] [Accepted: 01/30/2024] [Indexed: 03/08/2024]
Abstract
BACKGROUND Mentoring can facilitate faculty career development and retention. Given ongoing challenges in academic nursing (e.g., shrinking number of experienced mentors), it is necessary to revisit and improve upon existing mentoring models and practices to support current and future nurse researchers. PURPOSE To describe the development of a new faculty-to-faculty research mentoring model. METHODS Construction of a model describing mentoring needed by research-focused nurse faculty based on analysis of the literature alongside the authors' personal experiences. FINDINGS The Pacific Northwest Interdependence Mentoring Model (PIMM) describes academic nursing as an ecosystem that fosters caring, trust, solidarity, equity, openness, and interdependent relationships among research faculty, administration, institutions, and funding sources. DISCUSSION Although mentoring environments differ in unique strengths, weaknesses, mission, culture, and values, the PIMM's approach could be applicable for many schools of nursing and beyond to support the growth of the nursing discipline.
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Affiliation(s)
- Lyndsey Miller
- Oregon Health & Science University School of Nursing, Portland, OR.
| | - Shigeko Izumi
- Oregon Health & Science University School of Nursing, Portland, OR.
| | - Quin Denfeld
- Oregon Health & Science University School of Nursing, Portland, OR.
| | | | - Lissi Hansen
- Oregon Health & Science University School of Nursing, Portland, OR.
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Hebert D, Harding S. Transitioning from a Doctor of Nursing Practice clinical role to academic scholar. J Prof Nurs 2024; 51:40-44. [PMID: 38614672 DOI: 10.1016/j.profnurs.2024.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 01/26/2024] [Accepted: 02/25/2024] [Indexed: 04/15/2024]
Abstract
Nursing faculty prepared with a Doctor of Nursing Practice (DNP) degree have unique needs as they transition from their clinical roles into full-time academia. As expert clinicians they share a wealth of knowledge that contributes to quality improvement and implementation of evidence-based practice in healthcare. However, they may lack the preparation needed for scholarship, a requirement for promotion, as well as retention, in many academic organizations. Traditional promotional processes are more in tune with the nursing faculty who have received a Doctor of Philosophy (PhD) degree, in which scholarship and research are a core component of their education and practice. As the number of DNP-prepared faculty increases, supporting successful transition to academia including scholarly productivity is essential to retention especially as nurse faculty shortages persist. Further research and resources are needed to help prepare and support DNP-prepared faculty to develop their scholarship with an increasing need to recognize the additional means of dissemination that these clinical scholars can utilize to meet the requirements of promotion.
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Affiliation(s)
- Danielle Hebert
- Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, 55 Lake Ave North, Worcester, MA 01655-0002, United States of America.
| | - Shari Harding
- Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, 55 Lake Ave North, Worcester, MA 01655-0002, United States of America.
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Dunlap JJ, Brewer TL, Mainous RO. External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar. Nurse Educ 2023; 48:240-246. [PMID: 37058416 PMCID: PMC10467804 DOI: 10.1097/nne.0000000000001409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2023] [Indexed: 04/15/2023]
Abstract
BACKGROUND Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs. PROBLEM DNP-prepared faculty entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship. APPROACH Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship. OUTCOMES In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development. CONCLUSIONS Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.
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Affiliation(s)
- Jayne Jennings Dunlap
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
| | - Tracy L. Brewer
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
| | - Rosalie O. Mainous
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
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Bradford HM, Slota P. Barriers to Nontenure Track Faculty Scholarship in a Research-Intensive University. Nurse Educ 2023; 48:290-291. [PMID: 37229717 DOI: 10.1097/nne.0000000000001455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Affiliation(s)
- Heather M Bradford
- Assistant Program Director, Nurse-Midwifery/Women's Health Nurse Practitioner and Women's Health Nurse Practitioner Programs (Ms Bradford), and Professor, Director, DNP Graduate Studies (Dr Slota), Georgetown University School of Nursing, Washington, District of Columbia
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Vanderzwan KJ, Hiller A, Carlucci M, Amusina O, Ryan C, Krassa T, McPherson S, Tozer CM, Quinn L, Kent D. A Mentoring Workgroup for Academic Role Transition Among Clinical-Track Nursing Faculty. J Nurs Educ 2023; 62:183-186. [PMID: 36881894 DOI: 10.3928/01484834-20230109-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/09/2023]
Abstract
BACKGROUND With the current ongoing nurse faculty shortage, mentorship can aid in career advancement, promotion, and retention for clinical assistant professors (CAPs) when hiring clinical-track faculty. METHOD The organization, experiences, and outcomes of a CAP mentorship workgroup within a multi-campus research-intensive college of nursing are described. RESULTS The CAP mentorship workgroup was guided by senior faculty and met monthly to provide CAPs with a better understanding of the promotion process, motivation to pursue scholarship, and peer support. Through this workgroup, seven CAPs have completed their probationary review process, two CAPs are in the process of being promoted to clinical associate professors, and more than 90% of CAPs have been retained. CONCLUSION Mentorship for clinical-track faculty can positively influence faculty productivity and aid in CAP retention, which contributes to the success of nursing programs. [J Nurs Educ. 2023;62(3):183-186.].
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Cameron MW, Crowther LN, Huang GC. Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:112-122. [PMID: 35921165 DOI: 10.1097/acm.0000000000004896] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine. METHOD The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes. RESULTS Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions. CONCLUSIONS Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.
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Affiliation(s)
- Michael W Cameron
- M.W. Cameron is a staff editor, Academic Medicine and MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-2847-8802
| | - Lee N Crowther
- L.N. Crowther is a library specialist, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-3302-8651
| | - Grace C Huang
- G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Boston, Massachusetts, and editor-in-chief, MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-2965-0341
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ARE WE THERE YET? A SCOPING REVIEW OF FACTORS THAT INCREASE ACADEMIC RESEARCH CAPACITY IN SCHOOLS OF NURSING AND MIDWIFERY. Nurse Educ Pract 2022; 63:103355. [DOI: 10.1016/j.nepr.2022.103355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Revised: 04/12/2022] [Accepted: 04/22/2022] [Indexed: 11/23/2022]
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Kleinpell R, Kennedy BB, Piano M, Norman LD. Advancing clinical scholarship among non-tenure track faculty: A faculty scholarship program. J Prof Nurs 2021; 37:1187-1190. [PMID: 34887039 DOI: 10.1016/j.profnurs.2021.08.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Ruth Kleinpell
- Vanderbilt University, School of Nursing, Alpha Lambda & Gamma Phi Chapters, Nashville, TN, USA.
| | - Betsy Babb Kennedy
- Vanderbilt University, School of Nursing, Iota Chapter, Nashville, TN, USA
| | - Mariann Piano
- Vanderbilt University, School of Nursing, Iota Chapter, Nashville, TN, USA
| | - Linda D Norman
- Vanderbilt University, School of Nursing, Iota Chapter, Nashville, TN, USA
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Garner A, Bedford L. Reflecting on educational preparedness and professional development for early-career nurse faculty: A phenomenological study. Nurse Educ Pract 2021; 53:103052. [PMID: 33865085 DOI: 10.1016/j.nepr.2021.103052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 03/27/2021] [Accepted: 03/30/2021] [Indexed: 11/26/2022]
Abstract
Bedside nurses are assuming the faculty role without the necessary skill set to meet their role's rigorous expectations. The researchers sought to explore the lived experiences of early-career nursing faculty and what it feels to be unprepared to teach. A qualitative research design using semi-structured interviews served as the primary data collection method. The purposive sample consisted of nine graduate-prepared early-career nursing faculty with less than five years' experience teaching who felt unprepared for the faculty role. Four themes emerged from the data: (1) balance between theory and practice; (2) socialization to the role; (3) real-world experience; and (4) ownership for ongoing learning. The findings bring transparency for nurse faculty to assess the educational and transitional process outcomes from early-career nursing faculties' perspectives.
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Affiliation(s)
- Aimee Garner
- Northcentral University, 11355 N. Torrey Pines Road, La Jolla, CA, United States.
| | - Laurie Bedford
- Northcentral University, 11355 N. Torrey Pines Road, La Jolla, CA, United States.
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McPherson S, Reese C, Van Schyndel J, Wendler MC. Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study. Nurs Educ Perspect 2021; 42:69-73. [PMID: 33600126 DOI: 10.1097/01.nep.0000000000000784] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
AIM The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers. BACKGROUND Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component. METHOD A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions. RESULTS Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support. CONCLUSION This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development.
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Affiliation(s)
- Sara McPherson
- About the Authors The authors are faculty at the University of Illinois at Chicago College of Nursing-Springfield Campus, Springfield, Illinois. Sara McPherson, PhD, RN, is clinical assistant professor. Cynthia Reese, PhD, RN, CNE, is clinical associate professor and director. Jennie Van Schyndel, PhD, RN, is clinical instructor. M. Cecilia Wendler, PhD, RN, NE-BC, is clinical associate professor. For more information, contact Dr. McPherson at
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Shellenbarger T, Gazza EA. The lived experience of nursing faculty developing as scholarly writers. J Prof Nurs 2020; 36:520-525. [PMID: 33308550 DOI: 10.1016/j.profnurs.2020.04.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 04/16/2020] [Accepted: 04/21/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers. PURPOSE This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers. METHODS Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes. RESULTS Findings revealed five themes: pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task. CONCLUSION This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.
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Affiliation(s)
- Teresa Shellenbarger
- Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, PA, United States of America.
| | - Elizabeth A Gazza
- School of Nursing, University of North Carolina Wilmington, Wilmington, NC, United States of America
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Visiting Scholars Program to enhance career development among early-career KL2 investigators in Clinical and Translational Science: Implications from a quality improvement assessment. J Clin Transl Sci 2020; 5:e67. [PMID: 33948286 PMCID: PMC8057478 DOI: 10.1017/cts.2020.564] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
CTSI Career Development Award (KL2) programs provide junior faculty with protected time and multidisciplinary, mentored research training in clinical and translational science research. The KL2 Visiting Scholars Program was developed to promote collaborative cross-CTSA training, leverage academic strengths at host CTSAs, and support the career development of participating scholars through experiential training and the development of new partnerships. This manuscript provides a detailed programmatic description and reports outcomes from post-visit and outcomes surveys. Since 2016, 12 scholars have completed the program, with 6 scheduled to complete it in 2021. Post-visit surveys (n = 12) indicate all scholars reported the program valuable to career development, 11 reported benefit for research development, and 11 expansion of collaborative networks. Outcomes surveys (n = 11) revealed subsequent scholar interaction with host institution faculty for 10 scholars, 2 collaborative grant submissions (1 funded), 2 planned grant submissions, 1 published collaborative manuscript, and 3 planned manuscript/abstract submissions. The Visiting Scholars Program is a cost- and time-efficient program that leverages the academic strengths of CTSAs. The program enhanced KL2 scholar training by expanding their professional portfolio, promoting research development, and expanding collaborative networks. Resources to support the program are shared in this report to expedite the development of similar programs at regional and national levels.
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Gonzalez Y, Finnell DS. Promoting and Supporting a Doctor of Nursing Practice Program of Scholarship. J Nurs Educ 2020; 59:526-530. [PMID: 32865588 DOI: 10.3928/01484834-20200817-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Accepted: 04/03/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Mentoring in the context of the faculty-student relationship can be one in which each benefits. Creative approaches are warranted to help discriminate the boundaries between the student and the teacher as a mentor, which are often ill-defined and blurred given the high-stakes summative assessments of performance. METHOD Six specific, measurable, achievable, relevant and time-based (SMART) goals were established for a mentor and mentee relationship spanning a 2-year period based on a vision for building a program of scholarship. Weekly mentoring sessions were used to monitor progress toward goal attainment. RESULTS While completing the Doctor of Nursing Practice program, the mentee expanded professional networks, obtained funded fellowships, expanded knowledge and skills related to the substantive area of scholarship, and disseminated that work through professional presentations and publications coauthored with the mentor. CONCLUSION Cognizant of the boundaries between course-related products and professional presentations and publications, the goal-driven mentor-mentee relationship is transformational to both. [J Nurs Educ. 2020;59(9):526-530.].
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