CUNY Nursing Faculty Professional Development Needs Assessment 2013

Transcription

1 CUNY Nursing Faculty Professional Development Needs Assessment 2013 Report prepared by Margaret J Reilly DNS, APRN, CNE Faculty Fellow Office of the University Dean for Health Office of the University Dean for Health and Human Services 101 West 31 st Street, 14 th Floor, New York, NY Phone: (646) Fax: (646)

2 Faculty Development is a critical component to academic success for both the student and the educator. It is important to prepare novice educators for their academic role, keep experienced faculty up to date with new educational approaches and opportunities, and keep all apprised of critical issues and policies that impact the discipline. A CUNY Nursing Faculty Professional Development Initiative was proposed by the Office of the University Dean for Health and Human Services in the Fall Goals included: 1. Support faculty education to enhance instructional development 2. Promote the knowledge, skills and attitudes faculty need, to enhance Professional and career development 3. Mentor new and junior nursing faculty in the academic educator role An evidence based needs assessment survey for faculty development was developed to identify areas for professional development that were common concerns for faculty (Foley et al, 2003; Barksdale et al, 2011). Key categories included: INSTRUCTIONAL DEVELOPMENT, LEADERSHIP DEVELOPMENT, PROFESSIONAL CAREER DEVELOPMENT. The area of ORGANIZATIONAL DEVELOPMENT was determined to be more appropriately addressed at the individual campuses. The electronic CUNY Nurse Faculty Professional Development Needs Assessment Survey was sent via SurveyMonkey to all nursing faculty (Fulltime and adjunct) at the 12 CUNY Schools of Nursing near the end of the Fall 2012 semester and was closed in January As the Graduate Center is a consortium, and faculty have a joint appointment there as well as at their home campus, no surveys were sent to the Graduate Center addresses. The survey was successfully sent to a total of 451 faculty: 203 fulltime, 248 part-time. Responses were received from 218 for a total response rate of 48.34%. There were 119 responses from 203 fulltime faculty for a fulltime faculty response rate of 58.62%; and there were 72 responses from 248 part-time faculty for a part-time faculty response rate of 29.03%. Responses were received from a representative sample of faculty from all programs. 2

3 Total surveys sent= 451 (203FT, 248PT) Total Number of Nursing Programs = 12 Total Respondents =218 (119FT, 72PT, 27(did not report status)) Total RR: 218/451 = 48.34% FT RR= 119/203 = 58.62% PT RR = 72/248 = 29.03% FT=fulltime PT=Part-time/adjunct RR=Response Rate Topics were rated by faculty respondents on a likert scale ranging from not essential =1, minimally essential =2, moderately essential =3, to extremely essential =4 in each of the areas identified as key components to faculty development: Instructional Development, Leadership Development, and Professional Career Development inclusive of respective subcategories: legal/ethical issues for faculty, current issues in healthcare, technology and technology teaching adjuncts, research and scholarship. CUNY Nurse Faculty n=218 Bronx CC BMCC CityTech College of Staten Island Hostos CC Hunter Kingsborough CC LaGuardia Lehman Medgar Evers Queensborough CC York Other (Clinical Agencies) Did not answer

4 DEMOGRAPHICS 23.4% Age 14.7% 19.3% 17.4% 10.6% 6.9% 5.0% 1.8% 0.9% No answer > Race n=218 Ethnicity n= Multi-racial 11 White 100 Hawaiian/Pac Islander 0 African American 52 Asian 9 Alaskan/Amer Indian Hispanic 9 Non-Hispanic 143 did not answer 66 0 Did not answer 46 4

5 EDUCATION Ed Level n=218 Certified Nurse Educator 90.0% 80.0% 70.0% MS/Post MS Cert PhD/DNS/EdD/DNP pursuing Doc Deg did not answer 60.0% 50.0% 40.0% 30.0% 20.0% 78.4% 10.0% 0.0% 8.7% 12.8% Yes No Did not answer EXPERIENCE Rank Years Teaching Experience 2% 15% 16% Instructor/Lecturer 16% Asst Prof 35% 25% 22% 20% 8% 11% 15% 35% Assoc Prof 15% Prof 11% Clinical Prof 8% Other 2% Did Not Answer 15% 1% 6% 12% 14% < > 20 Did not answer 5

6 EXPERIENCE Tenure n=188 Status n=191 No 64% Yes 36% Fulltime Adjunct Other 2% 38% 62% Q. Currently, I feel that my professional development needs have been satisfied: Professional Development Needs are Satisfied n=218 45% 37% 7% 7% Strongly Agree Agree Disagree Strongly Disagree 6

7 1. INSTRUCTIONAL DEVELOPMENT Q. Indicate how essential the following topics are to enhancing your own professional development. Instructional Improvement n=206 Technology n=202 Curriculum Development Teaching Strategies Test & Item Construction Critical Thinking/Clinical Teaching Online 56% 58% 54% 60% 44% Informatics 53% Sim:Debriefing Sim: IPE Sim:High Fidelity, 42% 45% 45% Telehealth Instructional Media 36% 34% 0% 20% 40% 60% 80% 0% 20% 40% 60% Technolgy Teaching Adjuncts n=200 Have Taught Fully Online Class n=198 Use of e-books Smart Devices Point of Care Software 36% 46% 42% 18% Yes No Clickers 26% 82% 0% 20% 40% 60% 7

8 2. LEADERSHIP DEVELOPMENT Q. Indicate how essential the following topics are to enhancing your own professional development. Leadership Skills n=199 Running a meeting Negotiating resources Conflict Resolution Leadership Roles 17% 32% 34% 34% How to Mentor 41% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 8

9 3. PROFESSIONAL CAREER DEVELOPMENT Q. Indicate how essential the following topics are to enhancing your own professional development. Legal-Ethical Issues n=201 Research & Scholarship n=198 Intellectual property Clinical Malpractice Managing Student Behaviors Incivility 35% 28% 40% 34% Writing for Publication Grant Writing Research Proposals Information on Doctoral Ed Earning CNE 55% 55% 50% 26% 40% 0% 20% 40% 60% 0% 20% 40% 60% Critical Topics in Healthcare n=198 Affordable Care Act Cultural competency Inter-Professional Education Community Health Palliative Care QSEN Gerontology Special Population Care (Disabled, Mentally ill, Vets) Disaster Management 36% 38% 31% 28% 33% 28% 38% 53% 57% 0% 10% 20% 30% 40% 50% 60% 9

10 NYCNECT Participant n=196 NYSIM Particpant n=198 Yes 30% Yes 30% No 70% No 70% New York City Nursing Education Consortium in Technology is a 5-year, Health Resources and Services Administration (HRSA)-funded mechanism for the Faculty Development: Integrated Technology into Nursing Education and Practice Initiative (Faculty Development: ITNEP). CUNY nursing faculty receive hands-on instruction in innovative pedagogy, especially simulation, informatics and telehealth. By creating a consortium of all CUNY nursing schools, with Hunter College as the lead, NYCNECT strengthens nursing education through innovative teaching and use of technology. New York Simulation Center at Bellevue Hospital: A joint program for NYU/CUNY. The mission of the New York Simulation Center for the Health Sciences is to serve the academic needs of the health science schools and services of CUNY and NYU and to improve patient safety and quality of care. It is also a mission to provide simulation training for first responders to disasters in New York City. 10

11 Topics rated at the level of extremely essential to their professional development were reported 60% of the time by those with a rank of Instructor or Assistant Professor. Teaching experience was less than 10 years for 51% of the respondents, with 64% reporting they were untenured. The majority of respondents were masters prepared at 61%, with 16% with some type of doctoral degree and another 11% reporting they are pursuing a doctoral degree. Only 10% report they are Certified Nurse Educators (CNE). INSTRUCTIONAL DEVELOPMENT Topics Reported as Extremely Essential by > 40% of respondents Instructional Improvement Promoting Clinical Judgment/Critical Thinking (60%) Curriculum Development (56%) Teaching Strategies (58%) Test construction/item development (54%) Online Teaching (44%) Technology Informatics: EHR, information technology (53%) Simulation: o Debriefing (43%), o High Fidelity & Standardized Patients (45%), o Inter-professional Education (45%) Use of Instructional Media (54%) Smart Devices 46% Point of Care Software 42% Critical Issues in Healthcare Impact of Affordable Care Act (57%) QSEN (53%) LEADERSHIP DEVELOPMENT Skill Development Faculty Mentoring (41%) Legal/Ethical Issues for Faculty PROFESSIONAL CAREER DEVELOPMENT Managing Student behaviors (40%) Research & Scholarship Writing for Publication (55%) Grant Writing (55%) Developing/ conducting a research proposal (50%) Attaining Certified Nurse Educator Certification (40%) 11

12 Interventions Multi-layered interventions were identified and implemented. Two Major Conferences were held. The first was conducted in conjunction with the Nursing Discipline Council and addressed the Affordable Care Act. The invited speaker was a 2012 Robert Wood Johnson Health Policy Fellow in the Office of the Secretary of the USDHHS, Kathleen Sebilius. The Second conference was a joint collaboration with the National League for Nursing to offer the award-winning program on the use of multimedia unfolding cases to Advance Care Excellence for Seniors (ACES). Continuing Education contact hours were awarded to all participants. Two informal Continuing Conversations CUNY nursing faculty meetings were held. These sessions are organized by faculty from multiple campuses, and were hosted this year at LaGuardia Community College. Topics discussed included the Affordable Care Act and Managing Student Incivility. This group also hosted the CUNY wide launch of the Faculty Development Webinars from Nurse Tim. An 18-month subscription to a series of 65 faculty development webinars was purchased, allowing all fulltime and part-time faculty from CUNY Nursing programs to have access to current information on critical topics in nursing and nursing education. Continuing Education contact hours can be earned for participation. An Interprofessional Education (IPE) Steering Committee was established to: examine methods to enhance faculty awareness of IPE, begin to establish collaborative partnerships among faculty leaders from other healthcare disciplines, and explore strategies for the integration of IPE into the curriculum of health care programs A Communication network was established to disseminate information about ongoing faculty development programs and opportunities. The lists for all fulltime and parttime faculty at each school was obtained in order to distribute information. A CUNY Nurse Ambassador was identified at each campus to maintain updated contact lists, assist in the dissemination of information and will serve as a point of contact for maintenance of the CUNY Nursing Best Practices in Education BlackBoard Organization. All fulltime Faculty are in the process of being enrolled into the BlackBoard Organization for CUNY Nursing Best Practices. This is a CUNY nursing wide site 12

13 developed as a repository for Evidence-Based Resources, teaching strategies and tools for CUNY nurse faculty to use to promote excellence in Nursing education. It will also serve as the future venue for communication of upcoming faculty development events. The Leadership Institute in Nursing Education initiative was launched in June This is a year-long program targeting new/junior faculty with less than five years teaching experience to provide them with the knowledge, skills and attitudes needed to be a successful as nursing education faculty. Participants were selected through a competitive application process and had to be approved by their Department Chair. Particpants attended a series of workshops during the June Institute. A mentor was identified for each participant to assist them in the development of a project in one of the three target areas: Instructional, Leadership, or Professional Career Development. Participants will also attend a series of workshops in January and webinars throughout the year and present their projects next June. Future Interventions Develop website within CUNY Academic Commons for the purpose of providing o Calendar of monthly events o Newsletter o Alerts for due dates for RFPs/ conferences o Showcase for CUNY Nursing Faculty Talent o Resource for collaborative partners Facilitate and build on the NYCNECT initiative with a CUNY wide informal Simulation/Technology InterProfessional Faculty group to share knowledge and strategies to promote the integration of technology into curriculum and support InterProfessional Education Competencies. 13