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

Sally Cantwell; Melissa Neville Norton; Valerie Gooder; Susan Thornock

doi:doi:10.11648/j.ajns.20200905.21

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

Sally Cantwell, Melissa Neville Norton, Valerie Gooder, Susan Thornock

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.

DOI	10.11648/j.ajns.20200905.21
Published in	American Journal of Nursing Science (Volume 9, Issue 5, October 2020)
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), 2024. Published by Science Publishing Group

Keywords

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

References

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[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.
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[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.
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[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.

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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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TY  - JOUR
T1  - An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education
AU  - Sally Cantwell
AU  - Melissa Neville Norton
AU  - Valerie Gooder
AU  - Susan Thornock
Y1  - 2020/10/16
PY  - 2020
N1  - https://doi.org/10.11648/j.ajns.20200905.21
DO  - 10.11648/j.ajns.20200905.21
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
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EP  - 383
PB  - Science Publishing Group
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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.
VL  - 9
IS  - 5
ER  -

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Author Information

Sally Cantwell

Annie Taylor Dee School of Nursing, Weber State University, Ogden, USA
Melissa Neville Norton

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

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

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

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Plain Text BibTeX RIS

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education
AU  - Sally Cantwell
AU  - Melissa Neville Norton
AU  - Valerie Gooder
AU  - Susan Thornock
Y1  - 2020/10/16
PY  - 2020
N1  - https://doi.org/10.11648/j.ajns.20200905.21
DO  - 10.11648/j.ajns.20200905.21
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 376
EP  - 383
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20200905.21
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.
VL  - 9
IS  - 5
ER  -

Copy | Download