From provider to professor: Supporting nurse practitioner faculty through NONPF's Faculty Institute.
Journal
Journal of the American Association of Nurse Practitioners
ISSN: 2327-6924
Titre abrégé: J Am Assoc Nurse Pract
Pays: United States
ID NLM: 101600770
Informations de publication
Date de publication:
01 Sep 2023
01 Sep 2023
Historique:
received:
05
04
2023
accepted:
05
07
2023
medline:
4
9
2023
pubmed:
9
8
2023
entrez:
9
8
2023
Statut:
epublish
Résumé
Over the past 15 years, the number of practicing nurse practitioners (NPs) has increased exponentially. This growth has been sustained by an increase in the number of schools offering NP preparation. Experienced NPs have assumed faculty positions in these schools. Although educational curricula prepare NPs to deliver high-quality patient care, it does not prepare graduates for academic roles in teaching, dissemination of scholarship, or service leadership to advance the profession. To address these gaps in NP faculty preparation, faculty development resources specific to NP education are needed. The National Organization of Nurse Practitioner Faculties (NONPF) has stepped forward to fill this gap. The NONPF Faculty Institute was created in 2017, and it includes the annual Fall Conference, the Faculty Leadership Mentoring Program, the Webinar Series, and, most recently, the joint NPACE/NONPF New Faculty Development Program. This comprehensive focus on faculty development aligns with NONPF's mission to promote excellence in NP education and advance the NP role in health care. Programs in the NONPF Faculty Institute are specifically designed to address the distinct learning needs of NP faculty. They use "just in time" presentations and active learning strategies to provide NP faculty with easily accessible and targeted content and opportunities for direct application of new skills. The Institute's goal is to provide NP faculty opportunities to prepare themselves to meet the teaching, scholarship and service leadership expectations of academia, the learning needs of students, and advance the impact of NP practice on patient and health care system outcomes.
Identifiants
pubmed: 37556393
doi: 10.1097/JXX.0000000000000934
pii: 01741002-990000000-00148
doi:
Types de publication
Journal Article
Langues
eng
Pagination
590-597Informations de copyright
Copyright © 2023 American Association of Nurse Practitioners.
Déclaration de conflit d'intérêts
Competing interests: The authors report no conflicts of interest.
Références
American Association of Colleges of Nursing. (2022a). DNP fact sheet: Current DNP program statistics. https://www.aacnnursing.org/News-Information/Fact-Sheets/DNP-Fact-Sheet
American Association of Colleges of Nursing. (2022b). The state of doctor of nursing practice education in 2022. https://www.aacnnursing.org/Portals/42/News/Surveys-Data/State-of-the-DNP-Summary-Report-June-2022.pdf
American Association of Nurse Practitioners. (2022). NP fact sheet. https://www.aanp.org/about/all-about-nps/np-fact-sheet
Aquino E., Lee Y-M., Spawn N., Bishop-Royse J. (2018). The impact of burnout on doctorate nursing faculty's intent to leave their academic position: A descriptive survey research design. Nurse Educator Today, 69, 35–40. https://doi.org/10.1016/j.nedt.2018.06.027
doi: 10.1016/j.nedt.2018.06.027
Blush R. R., Mason H. L., Timmerman N. M. (2017). Pursuing the clinical track faculty role: From clinical expert to educator. AACN Advanced Critical Care, 28(3), 243–249. https://doi.org/10.4037/aacnacc2017250
doi: 10.4037/aacnacc2017250
Buchholz S. W., Bloch J. R., Westrin D., Fogg L. (2015). Nurse practitioner faculty research: Results from the 2012 National Organization of Nurse Practitioner Faculties survey. Journal of the American Association of Nurse Practitioners, 27(12), 664–670. https://doi.org/10.1002/2327-6924.12250
doi: 10.1002/2327-6924.12250
Byrne C., Keyt J., Fang D. (2022). Special survey on vacant faculty positions for academic year 2022–2023. https://www.aacnnursing.org/Portals/42/News/Surveys-Data/2022-Faculty-Vacancy-Report.pdf
Collegiate Commission on Nursing Education. (2018). Standards for accreditation of baccalaureate and graduate nursing programs. https://www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Final-2018.pdf
Ohio State University College of Nursing. (n.d.). Doctor of Nursing Education. https://nursing.osu.edu/academics/doctoral/doctor-nursing-education-dne
Fontenot H. B., Hawkins J. W., Weiss J. A. (2012). Cognitive dissonance experienced by nurse practitioner faculty. Journal of the American Academy of Nurse Practitioners, 24(8), 506–513. https://doi.org/10.1111/j.1745-7599.2012.00726.x
doi: 10.1111/j.1745-7599.2012.00726.x
Jones T., Norton D. (1999). Faculty development and support needs of nurse practitioner faculty. Nursing Outlook, 47(5), 209–218. https://doi.org/10.1016/s0029-6554(99)90053-2
doi: 10.1016/s0029-6554(99)90053-2
Korkosz J. A., Fuller A. J., Sheehy S. B., Taylor L. A., Seibert D. C., Johnson H. L. (2020). Taking the leap from clinical practice to academic faculty: A beginner's guide. Journal of the American Association of Nurse Practitioners, 32(9), 630–637. https://doi.org/10.1097/JXX.0000000000000320
doi: 10.1097/JXX.0000000000000320
Lee Y-M., Aquino E., Bishop-Royse J., Spawn N., Webber-Ritchey K. J. (2022). Predictors associated with new nursing faculty's intent to leave nursing academia: Teaching preparation in doctoral program, institutional supports, and job satisfaction. International Journal of Nursing Education Scholarship, 19(1), 1–12. https://doi.org/10.1515/ijnes-2021-0148
doi: 10.1515/ijnes-2021-0148
Marfell J., Mc Mullen P. C., Onieal M.-E., Scheibmeir M., Hawkins-Walsh E. (2017). Key considerations for moving to a nurse faculty role: A dean's perspective. Journal of the American Association of Nurse Practitioners, 29(8), 475–483. https://doi.org/10.1002/2327-6924.12489
doi: 10.1002/2327-6924.12489
McQuilkin M. A., Gatewood E., Gramkowski B., Hunter J. M., Kuster A., Melino K., Mihaly L. K. (2020). Transitioning from clinician to nurse practitioner clinical faculty: A systematic review. Journal of the American Association of Nurse Practitioners, 32(10), 652–659. https://doi.org/10.1097/JXX.0000000000000295
doi: 10.1097/JXX.0000000000000295
Merriam-Webster. (2023). Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/cognitive%20dissonance
National League for Nursing. (2020). Novice nurse educator competencies with task statements. https://www.nln.org/news/newsroomnln-position-documents/novice-nurse-educator-competencies-with-task-statements
National Organization of Nurse Practitioner Faculties. (2023). About NONPF. https://www.nonpf.org/page/1
National Task Force. (2022). Standards for quality nurse practitioner education, a report of the national task force on quality nurse practitioner education (6th ed.) American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/ntfstandards/ntfs_final.pdf
Pohl J. M., Duderstadt K., Tolve-Schoeneberger C., Uphold C. R., Hartig M. T. (2002). Faculty practice: What do the data show? Findings from the NONPF faculty practice survey. Nursing Outlook, 50(6), 238–246. https://doi.org/10.1067/mno.2002.128879
doi: 10.1067/mno.2002.128879
Smith S., Karosas L., Beauchesne M. A. (2019). Preparing for the transition from clinical practice to academia. Journal of the American Association of Nurse Practitioners, 31(2), 82–84. https://doi.org/10.1097/JXX.0000000000000190
doi: 10.1097/JXX.0000000000000190
Stager S. L., Douglass B., Mitchell S., Wise B., Buchholz S. W. (2022). Traversing academic rank promotion for nurse practitioner faculty. Journal of the American Association of Nurse Practitioners, 34(3), 529–536. https://doi.org/10.1097/JXX.0000000000000685
doi: 10.1097/JXX.0000000000000685
Yedidia M. J., Chou J., Brownlee S., Flynn L., Tanner C. A. (2014). Association of faculty perceptions of work-life with emotional exhaustion and intent to leave academic nursing: Report on a national survey of nurse faculty. Journal of Nursing Education, 53(10), 569–579. https://doi.org/10.3928/01484834-20140922-03
doi: 10.3928/01484834-20140922-03