Transitioning back to faculty roles after being a Robert Wood Johnson Foundation Nurse Faculty Scholar: Challenges and opportunities

Anderson, Cindy M.; Campbell, Jacquelyn; Grady, Patricia A.; Ladden, Maryjoan; McBride, Angela Barron; Montano, Nilda Peragallo; Woods, Nancy Fúgate

doi:10.1016/j.profnurs.2020.02.003

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…Prior literature has found that individual priorities and work environment characteristics such as number of work hours, quality of mentorship relationships, and institutional support augment success with this transition [ 55 ]. Ongoing mentorship and participation in the CoP through the MFSP alumni status and creative efforts by individual institutions to provide ongoing protected time for productivity and development beyond the completion of the program may sustain benefits of participation [ 55 , 56 ]. Indeed, the amount of protected time offered by the MFSP distinguishes it among FD programs for health professions educators; yet, this finding highlights the continued need for FD programs to support protected time, while adding to the body of literature demonstrating the meaningful outcomes generated by such an investment.…”

Section: Discussionmentioning

confidence: 99%

A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program

et al. 2023

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Faculty development (FD) programs are critical for providing the knowledge and skills necessary to drive positive change in health professions education, but they take many forms to attain the program goals. The Macy Faculty Scholars Program (MFSP), created by the Josiah Macy Jr. Foundation (JMJF) in 2010, intends to develop participants as leaders, scholars, teachers, and mentors. After a decade of implementation, an external review committee conducted a program evaluation to determine how well the program met its intended goals and defined options for ongoing improvement.The committee selected Stufflebeam’s CIPP (context, input, process, products) framework to guide the program evaluation. Context and input components were derived from the MFSP description and demographic data, respectively. Process and product components were obtained through a mixed-methods approach, utilizing both quantitative and qualitative data obtained from participant survey responses, and curriculum vitae (CV).The evaluation found participants responded favorably to the program and demonstrated an overall increase in academic productivity, most pronounced during the two years of the program. Mentorship, community of practice, and protected time were cited as major strengths. Areas for improvement included: enhancing the diversity of program participants, program leaders and mentors across multiple sociodemographic domains; leveraging technology to strengthen the MFSP community of practice; and improving flexibility of the program.The program evaluation results provide evidence supporting ongoing investment in faculty educators and summarizes key strengths and areas for improvement to inform future FD efforts for both the MFSP and other FD programs.

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Section: Discussionmentioning

confidence: 99%

A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program

et al. 2023

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“…Furthermore, colleagues could make valuable suggestions for researchers. This helped researchers improve their research productivity (Anderson et al, 2020).…”

Section: The Prestige Of Affiliationsmentioning

confidence: 99%

“…These experiences and strengths could help them achieve higher academic achievements (Fu et al, 2021; Swihart et al, 2016). Second, higher research productivity during their PhD could help graduates enter prestigious research institutions, which in turn could provide them with more comprehensive research support (Anderson et al, 2020). In this way, the research productivity of researchers could also be well enhanced.…”

Section: Literature Reviewmentioning

confidence: 99%

The individual characteristics, organizational characteristics and research productivity of early career LIS researchers in China’s mainland: A crisp set qualitative comparative analysis (csQCA)

Huang

Zong

Xie

2022

Journal of Librarianship and Information Science

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There existed discrimination, including gender discrimination, first degree discrimination, etc., when assessing the future research productivity of PhD graduates in recruitment in China’s mainland. Were PhD students who did not possess certain conditions (e.g. first degree receiving from a non-key university) unable to achieve high research productivity after graduation? Previous studies focused on the “net effects” of individual and organizational characteristics on research productivity by using quantitative methods (e.g. regression analysis). However, researchers’ research productivity might be due to the interactions of multiple factors rather than a single factor. This study aimed to analyze the effects of the combined conditions (interactions) of individual and organizational characteristics on the research productivity of early career library and information science (LIS) researchers under the context of employment discrimination in the academic job market of China’s mainland. Early career LIS researchers who graduated from China’s mainland universities/institutions between 2011 and 2015 were selected as the sample ( n = 62). csQCA was employed to analyze the data. The results revealed that the effects of a single condition did not directly contribute to the occurrence of high research productivity. There were two combinations of conditions that could contribute to the high research productivity of early career LIS researchers. The first combination that contributed to the high research productivity of an early career LIS researcher was receiving his or her bachelor’s degree from a key university, publishing higher than the median number of articles indexed by Web of Science core collections (WOS) during their PhD and working in a key university after PhD graduation. The second combination was being male, publishing more than the median number of articles indexed by the WOS and the local core journals index during their PhD, and working at a key university after PhD graduation.

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Nurse scholars of the Robert Wood Johnson Foundation Harold Amos Medical Faculty Development Program

Anderson,

Ardery,

Pesut

et al. 2023

Nursing Outlook

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Transitioning back to faculty roles after being a Robert Wood Johnson Foundation Nurse Faculty Scholar: Challenges and opportunities

Cited by 4 publications

References 19 publications

A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program

A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program

The individual characteristics, organizational characteristics and research productivity of early career LIS researchers in China’s mainland: A crisp set qualitative comparative analysis (csQCA)

Nurse scholars of the Robert Wood Johnson Foundation Harold Amos Medical Faculty Development Program

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