Achieving Successful Outcomes in Continuing Education for Nursing Faculty

Transcription

1 Achieving Successful Outcomes in Continuing Education for Nursing Faculty Matthew S. Howard, MSN, RN, CEN, CPEN, CPN Director of Educational Resources Kay Clevenger, MSN, RN Director of Scholarship & Leadership

2 Objectives 1. Describe the program development and the process for its delivery as related to nursing education. 2. Identify at least two outcome objectives for each program discussed.

3 Shortage of Nurse Faculty Lack of Nurses Worldwide is Threatening Optimal Health Care The shortage of faculty at nursing schools is limiting student capacity at a time when there is a growing need for professional registered nurses. US nursing schools turned away 68,938 qualified applicants from baccalaureate and graduate nursing programs in ,236 faculty vacancies were identified in a survey of 714 nursing schools in 2014 American Association of Colleges of Nursing (2015). Nursing faculty shortage fact sheet. Retrieved from

4 Nurse faculty leaders commonly described their early leadership roles as being unsought, unanticipated, and ones for which they were unprepared. Horton-Deutsch, S., Young, P. K., & Nelson, K. A. (2010). Becoming a nurse faculty leader: facing challenges through reflecting, persevering and relating in new ways. Journal of Nursing Management, 18(4),

5 Nurse Faculty Leadership Core Competencies for Leaders in Nursing Education Articulate Vision Envision the possibilities Challenge assumptions Create an environment for change Embrace Professional Values Demonstrate accountability Promote a safe environment Become Education Know the literature Develop systems to inform decisionmaking Engage in succession planning Develop & Nurture Relationships Communicate Role model Mentor students/colleagues Patterson, B.J., & Krouse, A.M. (2015). Competencies for leaders in nursing education. Nursing Education Perspectives, 36(2), doi: /

6 The Future of Nursing: Leading Change, Advancing Health (IOM, 2010) Prepare nursing workforce to assume leadership positions across all levels

7 Nurse Faculty Leadership Academy (NFLA) Mentored leadership development experience for aspiring leaders in nursing education who have 2-7 years of experience Initiated in 2010 Current cohort concludes in November 2015

8 NFLA Purpose To develop the leadership knowledge and skills of nurse educators early in their faculty careers to: Facilitate personal leadership development Foster academic career success Promote nurse faculty retention and satisfaction Cultivate high performing, supportive work environments in academe

9 NFLA Expert Faculty Laura Dzurec (Lead) PhD, MS, BS, RN, PMHCNS-BC, ANEF D. Anthony (Tony) Forrester, PhD, RN, ANEF, FAAN Barbara Friesth, PhD, RN Ainslie Nibert, PhD, RN, FAAN Barbara Patterson, PhD, RN, ANEF Elizabeth Peter, PhD, RN Gwen Sherwood, PhD, RN, FAAN, ANEF Carol Winters, PhD, RN, CNE Debora Cleeter (Consultant), EdD, MSN, RN

10 NFLA Curriculum Structure 20 month guided leadership journey Two intensive leadership development workshops Relationship of Three Individual leadership development plan Design and lead a team project Site Visits I & II Monthly learning activities Journaling Evaluation of project and dissemination of results Professional presentations of project outcomes and experience

11 Role of the NFLA Triad Scholar Faculty Advisor: from core faculty Leadership Mentor: from another setting

12 Nursing Faculty Leadership Academy Current Cohort Workshop I Indianapolis, IN

13 NFLA Outcomes NFLA strengthened commitment to nursing educator career o Promotions, new leadership roles in professional organizations, community service Conferences and presentations related to nursing education, nursing leadership Research activities and funding Publications and publication review New professional networks Multiplier effect: 10 scholars impacted >1200 people

14 NFLA Evaluations What s the next step?

15 Experienced Nurse Faculty Leadership Academy (ENFLA) Mentored leadership development experience for aspiring leaders in nursing education who have 7 or more years of experience 12 month program First cohort concludes in November 2015 o 9 scholar and mentor pairs o 8 expert faculty members

16 ENFLA Expert Faculty Carol Huston, MSN, MPA, DPA, FAAN, Lead Faculty Karen Carlson, PhD, RN Cynthia Clark, RN, PhD, ANEF, FAAN Pam Jeffries, PhD, RN, FAAN, ANEF Donna M. Nickitas PhD, RN, NEA-BC, CNE, FNAP, FAAN Suzanne Prevost, RN, PhD Alyce Schultz, RN, PhD, FAAN Clarann Weinert, SC, PhD, RN, FAAN

17 ENFLA Purpose Further academic career development and success. Promote personal and professional leadership development. Develop and begin to implement a personal leadership progression plan. Expand the influence of the Leadership Scholar within his or her sponsoring academic institution, the community, and the profession in the context of teaching, scholarship, or service. Advance nursing education through leadership development projects implemented by Leadership Scholars during the program. Promote experienced nurse faculty retention in academe.

18 ENFLA Curriculum Structure Two leadership workshops Scholar & Mentor dyads Individual leadership progression plan Design & management of leadership project

19 ENFLA Curriculum Structure (continued) Faculty consultation to the dyad Bi-monthly reflective learning activities Evaluation of project & dissemination of results Professional presentations of project outcomes and experience

20 Experienced Nurse Faculty Leadership Academy Cohort I, Indianapolis Workshop

21 ENFLA Projects Examples of Projects from Cohort I: An Innovative Approach to Mentoring Newly Hired Nurse Educators Engagement of Clinical Teaching Faculty in Scholarship of Teaching and Learning: What Really Occurred Enhancing Care of Vulnerable Populations through Development of a Holistic Model to Evaluate Interprofessional Education

22 ENFLA Evaluation Baseline leadership surveys Program satisfaction surveys Personal leadership progression plans

23 Emerging Educational Administrator Institute (EEAI) Three phase program that launched in June 2015 Designed for experienced faculty members

24 Emerging Educational Administrator Institute (EEAI) For faculty aspiring to become an administrator or are in their first administrative position (coordinator, program coordinator, program director, assistant dean, associate dean, assistant director, associate director or chair/director/dean)

25 EEAI Expert Faculty Pegge Bell, PhD, RN, WHNP-BC, Lead Faculty Jeanette Lancaster, PhD, RN, FAAN Lynnette Stamler, PhD, MEd, RN, FAAN

26 EEAI Goals and Objectives 1. Create an administrative career path 2. Develop knowledge & skills related to administrative role 3. Select appropriate administrative skills in selected scenarios 4. Create personal plan to achieve goals 5. Apply best practices to administrative decisions 6. Evaluate administrative performance by self and others 7. Develop as an administrator in the areas of education, research or service 8. Identify strengths in areas where they can role model and/or mentor others

27 EEAI Content Planning for and getting an administrative position Setting the vision and strategic plan Becoming an effective leader Building an effective team Finding balance Assessment of leadership traits Influencing change Assessment of personal leadership knowledge Assessment of leadership skills Leaving a legacy

28 EEAI Phase I Selection of the Scholar s Mentor Consists of online education tailored to the educational needs of the Scholar as determined by the faculty

29 EEAI Phase II 2-day in-person workshop Goals: omeet other scholars orefine project goals & objectives

30 EEAI Phase III Project implementation Ongoing support from Institute faculty and mentors Project completion within 8 months

31 EEAI Evaluation Components Skill Development Behavior/Performance Knowledge Values/Attitudes

32 ENFLA & EEAI Expected Outcomes Promotions and new leadership roles in professional organizations and community Dissemination of findings via conference attendance and presentations related to nursing education, nursing leadership Research activities and funding Publications New professional networks

33 Dissemination of Findings Each Scholar s project is presented at an STTI event in some format: Poster Oral presentation Symposia Conference Proceedings Projects are also placed into the Virginia Henderson Global Nursing e-repository

34 Questions? For more information, please visit or contact

35 References: Evans, C.J., Shackell, E.F., Kerr-Wilson, S.J., Doyle, G.J., McCutcheon, J.A., & Budz, B. (2014). A faculty created strategic plan for excellence in nursing education. International Journal Of Nursing Education Scholarship, 11(1), doi: /ijnes Fitzpatrick, J. J. (2014). Succession planning for nurse faculty: Who will replace us?. Nursing Education Perspectives, 35(6), 359. Griffith, M. B. (2012). Effective succession planning in nursing: A review of the literature. Journal Of Nursing Management, 20(7), doi: /j x H&HN (Hospitals & Health Networks) (2014). Succession planning: Ensuring leadership continuity. Hospitals & Health Networks, 88(10), STTI (Sigma Theta Tau International). (2014). Nurse Faculty Leadership Academy a win-win-win situation. Reflections on Nursing Leadership, 40(2), 1-3. Trepanier, S., & Crenshaw, J. T. (2013). Succession planning: A call to action for nurse executives. Journal Of Nursing Management, 21(7), doi: /jonm.12177