Athena in Academia: Opportunities for Military Nurses in Nursing Education Army Nurse Corps Association Convention San Diego, CA 22 September 2016

Transcription

1 Athena in Academia: Opportunities for Military Nurses in Nursing Education Army Nurse Corps Association Convention San Diego, CA 22 September 2016 Carol A. Huebner, COL (ret), U.S. Army PhD, FAAN, CENP, NEA-BC, CCRN Alum Professor Emerita Director, ANCA Region V

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3 Objectives 1. Understand the escalating demand for nurse educators. 2. Describe the strengths and challenges of a military nursing background in preparation for a faculty role. 3. Outline a decision tree to evaluate one s readiness to seek a faculty role. 11/14/2016 ANCA

4 The Academy Supply and Demand Culture and Role American Assn. of Colleges of Nursing Essentials 11/14/2016 ANCA

5 Strengths What strengths do Army Nurses bring to the faculty role? Leadership Adaptability Work Ethic Broad Expertise More 11/14/2016 ANCA

6 Challenges Training is not education. Education is more than teaching. Higher education in nursing is highly regulated. 11/14/2016 ANCA

7 Perspectives of a Military Nurse in Academia Patricia A. Patrician, PhD, RN, FAAN Colonel, US Army (Retired) Donna Brown Banton Endowed Professor The University of Alabama at Birmingham School of Nursing 11/14/2016 ANCA

8 Documenting Your Credentials Document accomplishments as you go. More is better! Be inclusive. No need to be humble. Avoid military jargon and acronyms. Format in an academic Curriculum Vita (CV) 11/14/2016 ANCA

9 Elements of an Academic CV Narrative self-description Education Academic and non-academic appointments Certification and licensure Honors and awards Professional development Teaching Research Service 11/14/2016 ANCA

10 Pathways for Masters and Doctorally-prepared faculty Masters-prepared faculty generally select the clinical track and focus primarily on teaching in BSN and ADN programs. Doctorally-prepared faculty generally seek tenure and select two of three tracks on which to focus: 1. Teaching 2. Research 3. Service 11/14/2016 ANCA

11 Academic Settings & Methods Settings Traditional Classroom Skills Lab Simulation Center Nursing Unit/Clinic Dedicated Education Unit Home Community Online Learning Community Methods Lecture Discussion Online strategies Demonstration Preceptorships Clinical Immersion Inter-professional service learning 11/14/2016 ANCA

12 Decisions Masters-prepared Clinical Expertise Employment Preferences Full-time/part-time; 9 or 12-month appointment Clinical or Classroom or Lab BSN or ADN students Traditional or Accelerated Program Doctorally-prepared Legs:Teaching, Research, and Service Level of student: BSN, Masters and Doctoral (PhD or DNP) Tenure or Non-Tenure Track Time horizon in years (second career) Long-term goals (e.g. academic administration) 11/14/2016 ANCA

13 Faculty Ranks Masters Faculty Clinical Instructor Clinical Assistant Professor Clinical Associate Professor Clinical Professor Doctoral Faculty Assistant Professor Assistant Professor with Tenure Associate Professor Associate Professor with Tenure Professor Professor with Tenure 11/14/2016 ANCA

14 Faculty Compen$ation Many schools of nursing use the American Association of Colleges of Nursing (AACN) salary schedules. Compensation is generally by faculty rank and educational preparation. Salary may be increased by promotion, periodic merit awards, or cost of living adjustments. Salaries will likely not compare to the clinical setting, but there are many other benefits and rewards! 11/14/2016 ANCA

15 Mentoring Programs Examples: University Level Courses Fundamentals of Online Learning (how to teach online courses). Example Teaching Excellence courses Faculty Development Courses from Professional Organizations AACN Leadership in Academic Nursing National League for Nursing (NLN) Symposia National Organization of Nurse Practitioner Faculty (NONPF) 11/14/2016 ANCA

16 An Army Nurse teaching the next generation of nurses LTC (ret) James Cleveland, Clinical Assistant Professor Play Video 11/14/2016 ANCA

17 Summary Military nurses have great knowledge and experience to help meet the escalating demand for nursing faculty. The rewards are not as much in salary as in satisfaction: teaching the next generation of nurses and improving nursing care. 11/14/2016 ANCA

18 References American Association of Colleges of Nursing (AACN). Essentials of Baccalaureate Education (2008); Masters Education (2011); Doctoral Education (2006). AACN and Yan Li (2014). Special Survey on vacant faculty positions Chai, K. (2015). Considering a Clinical Faculty Role? Strategies for Success. Nursing Conway-Morana, P. et al. (2012). Pathways to a Nursing Education Career. Book Review. Journal of Nursing Administration. (42)2. 11/14/2016 ANCA

19 References, con t. Grassley, J. & Lambe, A. (2015) Easing the transition from clinician to nurse educator: An integrative literature review. Journal of Nursing Education (54)7. Grassley, J. (2015). Nurses transitioning to the Nurse Educator Role. RN Idaho. Henly, S. (2015). Emerging areas of science: Recommendations for Nursing Science Education from the CANS Idea Festival. Nursing Outlook (63)4. Institute of Medicine (2010). The Future of Nursing: Leading Change, Advancing Health. 11/14/2016 ANCA

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