An evaluation framework for faculty practice (original) (raw)
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Faculty Practice: A Concept Analysis
https://www.ijhsr.org/IJHSR\_Vol.7\_Issue.2\_Feb2017/IJHSR\_Abstract.047.html, 2017
Objectives: A clear model and definition of faculty practice remains obscure. Nursing faculties are engaged in challenging, innovative and scholarly practices throughout the world, yet the definition, models, and infrastructure of faculty practice vary at each institution. Positive patient outcomes in patient care and improved clinical skills in both faculty members and students are considered in evaluating faculty practice. Measuring and evaluating faculty practice includes sufficient in number to accomplish the mission, goals and expected programme outcomes in academically and experientially prepared and taught areas. The major focus of this paper is to clarify, explain and define the concept of faculty practice. Methods: A concept analysis of faculty practice was done using the eight steps Walker and Avant method. Initially thirteen articles were reviewed from 1995 to 2016. Ten articles were finally reviewed to deduce the definition of faculty practice. Results: The main antecedents of faculty practice identified include organizational commitment, academic expertise and skill from faculty, students and clinical members. Strong interpersonal relationship between faculty and clinical members, adequate clinical time allocation and recognition of clinical competences by accreditation boards are some of the antecedents. Other authors point adequate resources adaptable and creative clinical areas as antecedents to faculty practice. Attributes of faculty practice includes scholarship of teaching, scholarship of integration, scholarship of discovery and scholarship of practice. The resultant consequences of faculty practice identified were improved clinical knowledge, improved quality of patient care and improved interpersonal relationships between faculty and clinical members. Empirical referents which are fundamental to faculty practice for future nursing research methodology in faculty practice and its enhancement include high quality of life patient scores, good scores on Standard II-D instrument and reduced health care costs. Conclusion: The results and discussion from the analysis of this concept can be utilized as a foundation for developing models, tools and theories for measuring and evaluating faculty practice in nursing education. Despite the complexity of the concept the definition of faculty practice may facilitate a clear understanding and standardization of methods and tools of measuring and evaluating the concept of faculty practice. A wider range of factors that encompass a broad dimension of faculty practice need to be addressed when implementing faculty practice.
The impact of the Nurse Faculty Scholars program on schools of nursing
Nursing Outlook, 2017
Background-The Robert Wood Johnson Foundation Nurse Faculty Scholars program was conceptualized as not only promoting the growth and development of early-career faculty but as enhancing the research infrastructure of scholars' schools of nursing. Purpose-At the completion of the scholars' three years of support, deans/directors were asked to provide feedback regarding the institutional impact of the scholars' participation in the program. Methods-Phone interviews were conducted on the first five completed cohorts and a six-item questionnaire was developed to obtain some quantitative data. Discussion: The program was viewed as having accelerated the scholars' leadership and scholarship, and their influence within the school/university and regionally/nationally. Deans/directors generally agreed that the scholars' experience helped build the school's research portfolio. Conclusion-Looking back on how the participating schools of nursing fared, one can say that the program's institutional expectations were achieved most of the time. The program helped scholars build their own reputations and that in turn had consequences for the school's standing as a whole. A number of components are described that can be replicated singly or in various combinations by schools/universities interested in adopting aspects of this program.
Nursing faculty practice: benefits vs costs
Journal of Advanced Nursing, 1994
The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional Journalling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty administrative support and the recognition of promotion and tenure process of universities.
Advancing a Program of Research Within a Nursing Faculty Role
Journal of Professional Nursing, 2008
Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution.
The experience of faculty practice: Developing and evaluating a newly established program
Nurse Education Today, 2008
While the notion of faculty practice, that is clinical practice by an academic in a health service environment, is not new, Australian Universities have been slow in providing practice environments where academics' theoretical understanding is informed through the service environment. Although there is a plethora of published academic opinion on the benefits, there is a dearth of meaningful data describing the subjective experience of academics that participate in faculty practice. Developing an understanding of the issues academics experience, while on faculty practice, provides a vital opportunity for those seeking to adopt a faculty practice model in their institution. The paper describes the genesis of the faculty practice program and outlines both the benefits and challenges that were encountered during implementation. A program evaluation conducted by an independent consultant indicated that all faculty practice participants found the process to be empowering and revitalising, despite their initial apprehension. The personal and professional gains achieved
Journal of Doctoral Nursing Practice, 2016
This article discusses the importance of collaboration between faculty members with clinical and research-focused doctoral degrees. The barriers to obtaining tenure for clinical faculty members as compared to the research-prepared faculty members are presented. Best practice outcomes are accomplished by using a team approach. The team uses the strengths of each of the academic backgrounds, connecting them in collaboration and professionalism. Support for each other, within the nursing community, provides empowerment and success in both patient outcomes and clinical excellence.
Journal of nursing management, 2012
smith k.m., crookes p.a., else f. & crookes e. (2012) Journal of Nursing Management20, 144–151 Scholarship reconsidered: implications for reward and recognition of academic staff in schools of nursing and beyondAims This paper discusses the issues facing the nursing academic workforce and the development of a project at the University of Wollongong in Australia which attempts to address this problem.Background The project draws on Boyer’s work around ‘scholarship reconsidered’ to enable new ways of thinking about the nature of ‘research’ and how the work of a diversifying workforce can be recognized and rewarded within institutions.Methods We conducted a series of interviews with senior university staff to identify key issues around academic promotion processes. Feedback from these interviews, along with extensive internal and external consultation and benchmarking, will be used to redraft promotion documentation that includes discipline-specific performance expectations.Results Interviews revealed a number of perceived and actual barriers to promotion of academic staff who did not conform to a ‘traditional’ view of research expectations. It was widely felt that unspoken expectations about research performance were being used to judge applications for promotion, and that this disadvantaged people from practice or professional backgrounds, or people who had heavy administrative or clinical roles.Conclusions Internal university processes need to reflect the reality of a diversified workforce. Practice and professional disciplines have responsibilities beyond meeting traditional research output measurements. More flexible and transparent expectation guidelines and career development pathways are needed to build holistic schools and faculty and enable maximum staff productivity.Implications for nursing management By redefining scholarship, schools and faculties are able to meet the multiple demands of the government, the institution, individual staff, students and the profession. Not everyone can do traditional research all the time, and staff involved in other scholarly work should be able to rewarded and promoted. By taking the lead in this issue, nursing as a discipline can set its own agenda, and pave the way for other disciplines. It can also go a long way to solving issues around the dwindling academic workforce.
Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program
Nursing Outlook, 2014
Background-The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program. Methods-A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc.