Exploring alternative forms of scholarship for nurse educators' success

Ramirez, Jeffery; Ro, Kumhee; Lin, Yung‐Kuo; Thomas, Annie; Nysschen, Monique De; Smart, Antiqua; Robinson, Gayle

doi:10.1016/j.profnurs.2022.09.001

Cited by 8 publications

(20 citation statements)

References 24 publications

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“…Exploration needs to continue in what constitutes clinical practice scholarship while also focusing on the 3 areas of mentorship that have been deemed most valuable: good communication; support at the highest administrative levels; and role modeling. 2,25 Mentorship includes goal setting, learning to think like a scholar, networking, identifying external resources, and role modeling. Research on nurse faculty mentorship is increasing yet remains in its infancy.…”

Section: Discussionmentioning

confidence: 99%

“…A skilled mentor in practice scholarship will have this awareness and guide the DNP-prepared faculty mentee appropriately. Exploration needs to continue in what constitutes clinical practice scholarship while also focusing on the 3 areas of mentorship that have been deemed most valuable: good communication; support at the highest administrative levels; and role modeling 2,25…”

Section: Discussionmentioning

confidence: 99%

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External Scholarship Mentors for DNP-Prepared Faculty

2023

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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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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

External Scholarship Mentors for DNP-Prepared Faculty

2023

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“…Scholarly work is frequently organized under Boyer's model of scholarship in 1 of 4 domains: (1) discovery/research, (2) integration, (3) application, and (4) teaching. 8,24 The traditional view of the scholarship of discovery focuses on the generation of new knowledge. While researchers may be heavily focused on the generation of new knowledge, practicing faculty are consistently developing research ideas and validating existing knowledge.…”

Section: Recommendations For Scholarshipmentioning

confidence: 99%

“…The scholarship of integration involves synthesis of information across disciplines, across topics, including interpreting creating new understanding of knowledge. 8,24 Building partnerships and interprofessional teams for teaching and care delivery models demonstrates integration by NP faculty in clinical practice or as a consultant. The scholarship of application or engagement comprises the service duties of a faculty member with the rigor and application of disciplinary expertise for results that can be shared and evaluated by peers.…”

Section: Recommendations For Scholarshipmentioning

confidence: 99%

“…As faculty implement the Essentials and NTF Standards, evaluation of current and developing methods for teaching in classroom and clinical environments will demonstrate their innovation and scholarship in this domain. 6,7,24 Historically, the scholarship of discovery/research has been prioritized as the mechanism for faculty promotion over integration, application, and teaching. However, it is possible to support a more inclusive view of scholarship that more robustly embraces all 4 domains of Boyer's model (Figure 1).…”

Section: E5mentioning

confidence: 99%

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Moving Toward Equity and Transparency in NP Faculty Workload

et al. 2023

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Background: Nurse practitioner (NP) programs rely on a highly educated and experienced faculty to deliver the curriculum. Full-time NP faculty are expected to be doctorally prepared, with responsibilities for instruction, an active clinical practice, scholarship, and service. Problem: Although the majority of faculty workload comes from effort in instruction, there is significant variability in how faculty workload is assigned. Absent a national model, schools of nursing are challenged to develop workload models for NP faculty to allocate effort for the full scope of work that NP faculty are expected to perform to meet requirements for academic credentialing bodies, licensure, and academic promotion. Approach: This article examines current practices in NP workload allocation and explores ways to allocate effort to the domains of work integral to NP education. Conclusion: NP faculty workload models should align with academic promotion expectations to encourage equity and transparency.

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