Deborah Cleeter, MSN, EdD, RN Jodie Gary, PhD, RN Larry Slater, PhD, RN-BC, CNE Carolyn Hart, PhD, RN, CNE Jackie L. Michael PhD, RN, APRN, WHNP-BC

Transcription

1

2 2 Deborah Cleeter, MSN, EdD, RN Jodie Gary, PhD, RN Larry Slater, PhD, RN-BC, CNE Carolyn Hart, PhD, RN, CNE Jackie L Michael PhD, RN, APRN, WHNP-BC Barbara Patterson, PhD, RN, ANEF

3 3 Objectives Describe the three domains upon which the NFLA curriculum is founded Identify specific outcomes resulting from the NFLA intentional relationships: Scholar, Leadership Mentor, and Faculty Advisor

4 4 Expanding Scope of Influence: Organization, Community, & Profession

5 5 Expanding Scope of Influence Organization Community Profession

6 6 Gap Analysis Sphere of Influence Profession Community Institution

7 Processes What is the Role of NFLA? What is the Triad Relationship? NFLA Process INTENTIONAL REFLECTION Triad Mentoring How do cohorts relate? Cohort

8 8 Outcomes Associate Professor Chair, Division of Nursing and Health Sciences Pre-Licensure BSN, LPN-BSN, RN-BSN, RN-MSN, MSN MHA, MBA, Health Sciences Community Change Agent

9 Mentoring Role Impact 9

10 Impact of Mentor role 10

11 Creating and Cultivating high performing Environments in Academe Personal stories re: Professional relationships Networking and Beyond Scopes of influence: Organization Community Professional Triad promotes and supports expansion of scholar s influence 11

12 12 Maintaining Dynamic Lifelong Relationships and Circles of Influence Synergy between mentor and mentee: Mentee reported support from mentor was valuable learning to navigate the university system and committee activities Professional visibility and engagement in curricular committees was very helpful and created opportunities to serve in new position and gain credibility amongst peers and administration in the college of nursing Constructive feedback, open communication in trusted environment along with collaboration strengthened the relationship Jenifer Yeager, 2015

13 Processes What is the Role of NFLA? What is the Triad Relationship? NFLA Process INTENTIONAL REFLECTION Triad Mentoring How do cohorts relate? Cohort

14 14 Outcomes Associate Professor Chair, Division of Nursing and Health Sciences Pre-Licensure BSN, LPN-BSN, RN-BSN, RN-MSN, MSN MHA, MBA, Health Sciences Community Change Agent

15 15 References Fox, L (2012) A personalized faculty peer support program: Less can be more Journal of Faculty Development, 26(2), Bean, N M, Lucas, L, & Hyers, L L (2014) Mentoring in higher education should be the norm to assure success: Lessons learned from the faculty mentoring program, West Chester University,

16 16 NFLA Impact on the Future of Nursing Education

17 17 Drivers Impacting the Future of Nursing Education External Drivers Costs of education (it is a business) Technology Resource allocation Regulatory issues

18 18 Drivers Impacting the Future of Nursing Education External Drivers Shifts in delivery of healthcare (primary health care) Patient care outcomes Global health Health inequities

19 19 Drivers Impacting the Future of Nursing Education Internal Drivers Knowledge (or evidence) Risk aversion Role and role preparation (nurse and faculty roles) Maintaining a nursing identity

20 20 NFLA Scholar Influence on the Future of Nursing Education Individual Leadership Development Advancing Nursing Education through leading a team project Expanding scope of influence Organization Community Profession

21 21 Individual Leadership Development Self-confidence & Self-awareness Reflection Developing leadership voice Advancing Nursing Education through Leading a Team Project Stakeholder analysis Sustainability of projects Cost analysis

22 22 Expanding Scope of Influence: Organization, Community, Profession Envisioning a leadership future Taking a seat at the table Expanded network Policy impact

23 23 if we don t begin to slay some of our sacred cows in nursing education, think differently and be willing to take some calculated risks some other role will evolve and nurses will not be a meaningful part of the primary care health model (Broome, 2017, p 2)

24 What questions do you have? 24