The impact of the Nurse Faculty Scholars program on schools of nursing

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

BACKGROUND

The challenge to increase the diversity, inclusivity, and equity of nurse scientists is a critical issue to enhance nursing knowledge development, health care, health equity, and health outcomes in the United States.

PURPOSE

The purpose of this paper is to highlight the current nurse scholars in the Robert Wood Johnson Foundation (RWJF) Harold Amos Medical Faculty Development Program (AMFDP).

DISCUSSION

Profiles and the programs of research and scholarship of the current AMFDP nurse scholars are described and discussed. Scholars share lessons learned, and how the AMFDP program has influenced their thinking and commitments to future action in service of nursing science, diversity efforts, legacy leadership, issues of health equity.

CONCLUSION

RWJF has a history of supporting the development of nursing scholars. AMFDP is an example of legacy leadership program that contributes to a culture of health and the development of next-generation nursing science scholars.

Evaluation of an intensive workshop on research methods in supportive oncology

OBJECTIVES

Since 2015, the Harvard Workshop on Research Methods in Supportive Oncology has trained early-career investigators in skills to develop rigorous studies in supportive oncology. This study examines workshop evaluations over time in the context of two factors: longitudinal participant feedback and a switch from in-person to virtual format during the COVID pandemic.

METHODS

We examined post-workshop evaluations for participants who attended the workshop from 2015 to 2021. We qualitatively analyzed evaluation free text responses on ways in which the workshop could be improved and "other comments." Potential areas of improvement were categorized and frequencies were compiled longitudinally. Differences in participants' ratings of the workshop and demographics between in-person and virtual formats were investigated with t-tests and Chi-square tests, respectively.

RESULTS

286 participants attended the workshop over 8 years. Participant ratings of the workshop remained consistently high without substantial variation across all years. Three main themes emerged from the "other comments" item: (1) sense of community; (2) passion and empowerment; and (3) value of protected time. Participants appeared to identify fewer areas for improvement over time. There were no significant differences in participant ratings or demographics between the in-person and virtual formats.

SIGNIFINACE OF RESULTS

While the workshop has experienced changes over time, participant evaluations varied little. The core content and structure might have the greatest influence on participants' experiences.

Health literacy in childhood and adolescence. A bibliometric analysis of scientific publications and professionals' involvement

Background

Health Literacy (HL) is a powerful tool to empower children and adolescents in their own health. School nurses are the professionals who, with their expertise in health promotion and education, can facilitate this literacy throughout the educational process.

Purpose

To analyze the scientific production in HL in childhood and adolescence in the last two decades, and to determine the involvement of professionals in this field, with emphasis on nursing professionals.

Methods

A bibliometric analysis of the scientific literature (from 2000 to 2021) of articles retrieved from the Web of Science database was carried out. Original articles in all languages were considered as inclusion criteria. Bibliometrix 3.1.4 package from RStudio and VOSviewer were used to analyze publications and explain main results about citations, authors, countries, keywords trends, evolution, clusters of related terms, and professionals' involvement.

Results

A total of 2032 articles were included in the analysis. The results of the analysis showed that both publications and citations increased substantially since 2014. The most prolific authors in this field are not the most cited so far. The countries that published the most during the period evaluated were the United States, Australia and Canada. The keyword clusters identified in this scientometric study made it possible to determine hotspots in the study of HL in childhood and adolescence, with "mental health" being one of the main terms identified. There are different health-related professionals who are publishing in this field; in spite of this, nurses are not visible as authors in the publications.

Conclusion

The scientific literature on HL in childhood and adolescence is a growing field in which different professionals are involved. Despite the increase in the number of publications, and despite the role that nurses play in schools regarding HL, their presence in scientific production is practically nonexistent.

Assimilation of Expert Clinician Into the Academy: A Competency-Based Faculty Development Plan

BACKGROUND

As expert clinicians are recruited to academic positions in response to nursing faculty shortages, comprehensive plans are needed for transitioning and role development.

PROBLEM

Schools of nursing often lack infrastructures to support and develop new faculty.

APPROACH

Team members from an academic-clinical partnership with the Department of Veterans Affairs created a competency-based faculty development plan.

OUTCOMES

A comprehensive self-directed faculty development plan was established that included a needs assessment, competency-based guide, and online modular resources.

CONCLUSION

The faculty development plan provides a tailored approach to support the transition of clinicians to the academic role. This strategy is a potential solution to addressing the faculty shortage, retention, and role strain issues and builds capacity in schools of nursing. This innovative plan is a first step in establishing a mechanism to measure faculty competencies and professional growth.

Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study

AIM

The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers.

BACKGROUND

Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component.

METHOD

A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions.

RESULTS

Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support.

CONCLUSION

This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development.

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

BACKGROUND

There is a dearth of literature describing factors supporting a successful transition from a career-development fellowship to resumption of the full complement of faculty roles.

PURPOSE

Because little is known about the transition back to the full faculty role, a subset of Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholars (NFS) was interviewed to evaluate the self-identified challenges and opportunities that the scholars faced and factors contributing to their success when they reassumed the full faculty role.

METHODS

A subset of scholars from cohorts beginning the RWJF NFS program between 2008 and 2012 (n = 10) was interviewed by members of the NFS National Advisory Committee. NFSs identified challenges and opportunities faced as they transitioned to their faculty roles following completion of the career development fellowship as well as the character of support received from individuals in their organizational influencing the experience of the faculty transition. Evaluation outcomes include recommendations for transition planning for home institutions, colleagues and fellows.

RESULTS

NFSs identified transition challenges including managing multiple responsibilities and increased teaching demands coupled with loss of protected time and funding for scholarly work. Opportunities for career advancement were influenced by effective mentorship, institutional supports including advocacy and allocation of time and responsibilities consistent with continued research productivity. Issues contributing to a more difficult transition included non-supportive relationships among administrators and colleagues and newly assigned responsibilities that detracted from success in meeting expectations for tenure and promotion. Effective transition from fellow to faculty included plans for continued mentorship and stakeholder engagement of administration, mentors and faculty colleagues.

CONCLUSIONS

Effective transition from fellow to the full complement of the faculty role benefits both the home institution and scholar. Positive outcomes may be contingent on scholar support and organizational investment during the transition period.

The Jonas Scholars Program-Evaluation of a decade-long program to advance doctoral-prepared nurses

BACKGROUND

The Jonas Scholars Program of Jonas Nursing & Veterans Healthcare aims to advance the pipeline of doctoral-prepared, research-focused, and practice-focused faculty via student financial support and leadership training.

PURPOSE

Program evaluation of the Jonas Scholars Program. We describe the reach of the program over time, scholar characteristics, and report on graduated scholars that are currently employed in faculty and clinical positions.

METHOD

Retrospective analysis of administrative records from the Jonas Scholars Program spanning 2008 to 2016.

FINDINGS

The Jonas Scholars Program has grown substantially since its inception. From 2008 to 2016, a total of 1,032 doctoral students at 174 universities across the United States have received financial support through the program. Scholars have a mean age of 38 and nearly two-thirds are enrolled in a research-focused PhD program. Most graduated scholars for which data are available are primarily faculty in nursing schools 185 (30.7%), providing direct patient care 171 (28.4%), or conducting research 118 (19.8%).

DISCUSSION

The Jonas Scholars Program supports the pipeline of a younger generation of doctoral-prepared nurses that are faculty in schools of nursing, providing direct patient care and conducting research.

Developing Authentic Leadership Voice: Novice Faculty Experience

AIM

The aim of this study was to determine the perceptions of 14 novice nurse faculty of a 20-month experiential leadership academy on the leadership development.

BACKGROUND

Managing the complexities of nursing faculty roles requires significant leadership skills that often are hard won. Evidence suggests that leadership preparation to prepare nursing faculty through guided mentoring can enhance faculty recruitment, satisfaction, and retention.

METHOD

Participants completed open-ended questions about their experiences in Sigma Theta Tau International's Nurse Faculty Leadership Academy.

RESULTS

Data analysis revealed a meta-theme of "Finding Authentic Leadership Voice." Four subthemes emerged to shape the meta-theme: Identifying Inner Strengths and Areas for Improvement, Increasing Self-Confidence and Self-Awareness, Increasing Focus on Others, and Clarifying Aspirations for a Leadership Future.

CONCLUSION

Reflecting on their experiences, participants recognized changes in their leadership roles as they found an authentic voice that helped them persist and thrive amid the complexities of their faculty roles.

Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study

BACKGROUND

Soon after Bhutan's first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan.

METHODS

This was a mixed-methods study with a quantitative (cohort study - quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes.

RESULTS

There were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges.

CONCLUSIONS

The FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.

Faculty Support for a Culture of Scholarship of Discovery: A Literature Review

BACKGROUND

A review of the literature was completed answering the question: "What is known about the barriers to, and support of, the scholarship of discovery that faculty members in nursing and related health sciences (i.e., medical, dental, and pharmacy) whose time is used in both the academic setting and clinical setting encounter as they develop programs of research, engage in grant writing, and pursue scientific publication?"

METHODS

Using a systematic approach, a total of 29 articles were included in this review.

RESULTS

Four major themes were identified: (1) Organizational expectations (2) administrative support (3) mentorship and (4) barriers to scholarship in nursing and related health sciences faculty. Organizational expectations and administrative support were critical in developing and maintaining a culture of scholarship, various mentorship models improved faculty scholarship skills and productivity, while multiple barriers were found to inhibit faculty development and scholarly productivity.

CONCLUSION

The implementation of organizational, administrative, and faculty activities and interventions can promote a culture of scholarship. Further research is needed to determine which interventions are most helpful in developing health science faculty scholarship.