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An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

Received: 24 September 2020     Accepted: 10 October 2020     Published: 16 October 2020
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Abstract

As a result of the national movement to advance nurses at the doctoral level, and the concurrent shortage of nursing faculty, the role of the DNP prepared nurse in the academic setting continues to evolve. At our School of Nursing, the need to define, understand and utilize the various faculty roles led to the development and implementation of an Academic Model for Nursing Education. This mixed-method research study was conducted to identify the factors that contribute to an effective culture in academia. The findings from the survey and focus groups indicated our model had a positive association on instructional design, teaching, administrative processes, adjustments of college tenure and promotion, clinical partnerships, shared faculty teaching loads, and succession planning. Focus group findings included the unanticipated benefits of improved faculty engagement, empowerment, collaboration, and faculty mentoring. Our academic practice model is reflective of the changes already occurring in collaborative clinical pathways in healthcare systems. The expected benefits of our academic practice model and those occurring in healthcare share comparable outcomes. These may include improving nursing scholarship, patient and student outcomes, strengthening the position of nursing in organizations and the broader community through enhanced leadership, providing parity with other healthcare disciplines, and improving the overall image of nursing [1]. Our Academic Model for Nursing Education is reflective of current healthcare practices, addresses the nurse faculty shortage while promoting faculty collaboration and job satisfaction.

Published in American Journal of Nursing Science (Volume 9, Issue 5)
DOI 10.11648/j.ajns.20200905.21
Page(s) 376-383
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

DNP-PhD Collaboration, Nursing Education, Faculty Teams, Academic Practice Model, Promotion, Outcomes, Scholarship

References
[1] American Association of Colleges of Nursing. (2004). AACN position statement on the practice doctorate in nursing. American Association of Colleges of Nursing (AACN). http://www.aacnnursing.org/Portals/42/DNP/DNPpositionstatement.pdf?ver=2017-08-01095733-307.
[2] Institute of Medicine (IOM). (2011). The future of nursing: Leadingchange, advancinghealth. http://doi.org/10/17226/12956
[3] The Joint Commission (2003). Strategies for addressing the evolving nursing crisis. JointCommission Journal on Quality and Safety, 29 (1), 41–50. https://doi.org/10.1016/S15493741(03)29006-7
[4] O’Connor, B. (2015). New White Paper on the Doctor of Nursing Practice: Current Issues and Clarifying Recommendations. Journal of Professional Nursing, 31 (5), 378. https://doi.org/10.1016/j.profnurs.2015.08.002
[5] Buchholz, S. W., Yingling, C., Jones, K., & Tenfelde, S. (2015). DNP and PhD collaboration: Bringing together practice and research expertise as predegree and postdegree scholars. Nurse Educator, 40 (4), 203–206. https://doi.org/10.1097/NNE.0000000000000141
[6] Melnyk, B. M. (2013). Distinguishing the preparation and roles of doctor of philosophy anddoctor of nursing practice graduates: National implications for academic curricula and healthcare systems. Journal of Nursing Education, 52 (8), 442–448. https://doi.org/10.3928/0148483420130719-01
[7] Dreher, H. M., Smith Glasgow, M. E., Cornelius, F. H., & Bhattacharya, A. (2012, December). A Report on a National Study of Doctoral Nursing Faculty. Nursing Clinics of North America, Vol. 47, pp. 435–453. https://doi.org/10.1016/j.cnur.2012.07.001095733-307.
[8] Walker, G. E. (2004). The Carnegie Initiative on the Doctorate. In D. H. Wulff & A. E. Austin (Eds.), Paths to the professoriate: Strategies for enriching the preparation for future faculty. (pp. 236-249). Jossey-Bass.
[9] Tussing, T. Brinkman, B. Francis, D., Hixon, B., Labardee, R. Chipps, E. (2018). The impact of the doctorate of nursing practice nurse in a hospital setting. JONA: The Journal of Nursing Administration. 48 (12), 600–602. https://doi:10.1097/NNA.0000000000000688
[10] Staffileno, B., Pencak Murphy, M., & Carlson, E. (2016). Determinants for effective collaboration among DNP-and PhD-prepared faculty. Nurse Outlook, 65 (1), 94-102. https://doi:10.1016/j.outlook.2016.08.003.
[11] National League for Nursing. (2018). Healthful work environment toolkit. Retrieved from: http://www.nln.org/docs/default-source/professional-development-programs/healthful-work-environment-toolkit.pdf?sfvrsn=20
[12] Cooke, M. & Valentine, N. M. (2020). Improving Teamwork and Communication in Schools of Nursing. Journal of Nursing Care Quality, 1-6 http://doi:10.1097/NCQ.0000000000000513.
[13] Cheng, K. W. (2014). A study on applying focus group interviews on education. Reading Improvement, 51 (4), 381-384.
[14] Brocki, J. M. & Wearden, A. J. (2006). A critical evaluation of the use of interpretive phenomenologic analysis (IPA) in health psychology. Pyschology and Health, 21 (1), 87-108.
[15] Cowan, L., Hartjes, T. & Munro, S. (2019). A model of successful DNP and PhD collaboration. Journal of the American Association of Nurse Practitioners, 31 (2), 116–123. https://doi:10.1097/JXX.0000000000000105.
[16] Falkenberg-Olson, A. C. (2019). Research translation and the evolving PhD and DNP practice roles. Journal of the American Association of Nurse Practitioners, 31 (8), 447–453. https://doi: 10.1097/JXX.0000000000000266.
[17] Tyczkowski, B. L. & Reilly, J. (2017). DNP-Prepared nurse leaders: Part of the solution to the growing faculty shortage. JONA, 47 (7/8), 359-360. https://doi:10.1097/NNA.0000000000000494
[18] Cygan, H. R., & Reed, M. (2019). DNP and PhD scholarship: Making the case for collaboration. Journal of Professional Nursing, 35 (5), 353-357. https://doi.org/10.1016/j.profnurs.2019.03.002
[19] Murphy M. P., Staffileno B. A., Carlson E. (2015). Collaboration among DNP and PhD prepared nurses: Opportunity to drive positive change. Journal of Professional Nursing, 31, 388-394. https://doi:10.1016/j.profnurs.2015.03.001.
Cite This Article
  • APA Style

    Sally Cantwell, Melissa Neville Norton, Valerie Gooder, Susan Thornock. (2020). An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education. American Journal of Nursing Science, 9(5), 376-383. https://doi.org/10.11648/j.ajns.20200905.21

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    ACS Style

    Sally Cantwell; Melissa Neville Norton; Valerie Gooder; Susan Thornock. An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education. Am. J. Nurs. Sci. 2020, 9(5), 376-383. doi: 10.11648/j.ajns.20200905.21

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    AMA Style

    Sally Cantwell, Melissa Neville Norton, Valerie Gooder, Susan Thornock. An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education. Am J Nurs Sci. 2020;9(5):376-383. doi: 10.11648/j.ajns.20200905.21

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  • @article{10.11648/j.ajns.20200905.21,
      author = {Sally Cantwell and Melissa Neville Norton and Valerie Gooder and Susan Thornock},
      title = {An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education},
      journal = {American Journal of Nursing Science},
      volume = {9},
      number = {5},
      pages = {376-383},
      doi = {10.11648/j.ajns.20200905.21},
      url = {https://doi.org/10.11648/j.ajns.20200905.21},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20200905.21},
      abstract = {As a result of the national movement to advance nurses at the doctoral level, and the concurrent shortage of nursing faculty, the role of the DNP prepared nurse in the academic setting continues to evolve. At our School of Nursing, the need to define, understand and utilize the various faculty roles led to the development and implementation of an Academic Model for Nursing Education. This mixed-method research study was conducted to identify the factors that contribute to an effective culture in academia. The findings from the survey and focus groups indicated our model had a positive association on instructional design, teaching, administrative processes, adjustments of college tenure and promotion, clinical partnerships, shared faculty teaching loads, and succession planning. Focus group findings included the unanticipated benefits of improved faculty engagement, empowerment, collaboration, and faculty mentoring. Our academic practice model is reflective of the changes already occurring in collaborative clinical pathways in healthcare systems. The expected benefits of our academic practice model and those occurring in healthcare share comparable outcomes. These may include improving nursing scholarship, patient and student outcomes, strengthening the position of nursing in organizations and the broader community through enhanced leadership, providing parity with other healthcare disciplines, and improving the overall image of nursing [1]. Our Academic Model for Nursing Education is reflective of current healthcare practices, addresses the nurse faculty shortage while promoting faculty collaboration and job satisfaction.},
     year = {2020}
    }
    

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    T2  - American Journal of Nursing Science
    JF  - American Journal of Nursing Science
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    AB  - As a result of the national movement to advance nurses at the doctoral level, and the concurrent shortage of nursing faculty, the role of the DNP prepared nurse in the academic setting continues to evolve. At our School of Nursing, the need to define, understand and utilize the various faculty roles led to the development and implementation of an Academic Model for Nursing Education. This mixed-method research study was conducted to identify the factors that contribute to an effective culture in academia. The findings from the survey and focus groups indicated our model had a positive association on instructional design, teaching, administrative processes, adjustments of college tenure and promotion, clinical partnerships, shared faculty teaching loads, and succession planning. Focus group findings included the unanticipated benefits of improved faculty engagement, empowerment, collaboration, and faculty mentoring. Our academic practice model is reflective of the changes already occurring in collaborative clinical pathways in healthcare systems. The expected benefits of our academic practice model and those occurring in healthcare share comparable outcomes. These may include improving nursing scholarship, patient and student outcomes, strengthening the position of nursing in organizations and the broader community through enhanced leadership, providing parity with other healthcare disciplines, and improving the overall image of nursing [1]. Our Academic Model for Nursing Education is reflective of current healthcare practices, addresses the nurse faculty shortage while promoting faculty collaboration and job satisfaction.
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Author Information
  • Annie Taylor Dee School of Nursing, Weber State University, Ogden, USA

  • Annie Taylor Dee School of Nursing, Weber State University, Ogden, USA

  • Annie Taylor Dee School of Nursing, Weber State University, Ogden, USA

  • Annie Taylor Dee School of Nursing, Weber State University, Ogden, USA

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