Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study

Transitioning from a Doctor of Nursing Practice clinical role to academic scholar

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.

Consistent scholarship standards among DNP-prepared faculty needed: Actionable insights

DNP-prepared faculty report challenges and barriers to achieving success in academic roles when criteria for promotion includes scholarship. The purpose of this evidence-based initiative was to explore thoughtful scholarship standards for DNP-prepared faculty which can be adapted and transferred across academic institutions with the goal of elevating faculty scholarship. Given a paucity of available research evidence, a review and synthesis of non-research evidence was conducted. DNP scholarship standards from high-ranking intuitions were critically appraised, and this evidence, along with the diverse and collective expertise of the authors, was translated into recommendations for an inclusive model of rigor for DNP-prepared faculty scholarship. A template for appraising the scholarship of DNP-prepared faculty based on strategic evaluation of impact is included. Academic institutions may use this work to expand the fundamental level of evolving scholarship, determine parameters, and provide clarity and support to DNP-prepared faculty as they seek to progress in rank.

Trends, Future Directions, and Questions for Preparing Successful Nurse Faculty

BACKGROUND

Many nurse educators enter the faculty role with little academic teaching experience. Although there is evidence that providing clear expectations and targeted training on teaching and learning is beneficial for new faculty members, inconsistencies and content gaps in orientation programs and prerequisite knowledge for nurse educators still pose challenges to faculty success.

METHOD

This article reviews the current state of preparation for nurse educators, describes new knowledge and skills nurse educators need to prepare nursing students for practice, and suggests approaches to continuous growth and professional development.

RESULTS

In addition to knowledge of foundational teaching concepts, nurse educators need advanced knowledge of technology, global health, and climate change. Today's learners are diverse and require equity-focused teaching and pedagogy responsive to individual learner characteristics and backgrounds.

CONCLUSION

Ensuring nurse educators are prepared to deliver a high-quality education program requires up-to-date professional development, a comprehensive orientation, and ongoing faculty support. [J Nurs Educ. 2023;62(12):661-667.].

Mentoring-as-Partnership: The Meaning of Mentoring Among Novice Nurse Faculty

BACKGROUND

Mentoring is recommended as a strategy to improve satisfaction and retention of novice nurse faculty to help address the current faculty shortage. However, the meaning of academic mentoring varies among faculty, which can detract from the development of effective mentoring relationships in academia. This article details the meaning of mentoring as characterized by novice nurse faculty.

METHOD

Semistructured interviews were conducted with novice nurse faculty (n = 21) who participated in a mentoring relationship with experienced colleagues. Thematic analysis was used to identify themes detailing the meaning of mentoring as described by the participants.

RESULTS

The thematic analysis revealed an overarching theme of mentoring-as-partnership and three subthemes: (a) authentic communication, (b) enriching support, and (c) sharing knowledge.

CONCLUSION

To strengthen mentoring relationships in academic nursing, focus should be placed on supporting mentoring partnerships marked by mutuality and clearly defined goals, roles, and responsibilities. [J Nurs Educ. 2023;62(2):83-88.].

Relationship among faculty fatigue, academic rank, and scholarship and service productivity

AIM

To examine the relationship among the level of fatigue, academic rank, workload (credit hours) and faculty productivity (as measured by scholarship and service activities).

DESIGN

Descriptive cross-sectional correlational design.

PARTICIPANTS

All full-time faculty in national year-round nursing college.

METHODS

An Internet survey was distributed May/June 2017 to all full-time faculty (n = 318). Responses reported are from 81 faculty members in the prelicensure baccalaureate programme. Survey items included workload, scholarship and service activities and demographic data. Fatigue was measured by the trait version of Occupational Fatigue, Exhaustion Recovery scale which has three subscales: Acute, Persistent, and Chronic.

RESULTS

Mean fatigue for all traits ranged from 45.9 to 52.48. More service activities were reported than scholarship activities. There was a significant positive correlation between chronic fatigue and credit hours. No significant differences existed in fatigue scores based on frequency of scholarship and service activities.

CONCLUSION

This first study of fatigue in nursing faculty establishes the existence of fatigue in this group. This can be serious related to the existence of chronic fatigue. Strategies to reduce fatigue are important to support the long-term employment of nursing faculty.

IMPACT

What problem did the study address? Fatigue in faculty members and its relationship to academic rank and scholarship and service productivity. What were the main findings? Fatigue in faculty members exists. Higher rank was associated with more scholarship and service activities. Chronic fatigue is less than acute or persistent fatigue. Chronic fatigue is related to workload. Where and on whom will the research have impact? Findings may impact retention of nursing faculty members and academic leaders responsible for supporting work-life balance among nursing faculty.