Transitioning Roles: Experiences of Nursing Faculty Members JoAnn Crownover, DNP, RN, CNE Susan Dalbey, DNP, RN Karleen Goerke, MS, RN, NEA-BC Kasey Grohe, MS, RN, CNE Alisa Sajadi, MSN, RN, CNM, FNP
Objectives At the conclusion of this presentation, the participants will be able to: Compare different ways of transitioning nurses from various backgrounds to the faculty role. Discuss 10 ways of transitioning nurses into a new faculty role. Identify methods to retain new nursing faculty. Participate in successful retention of new nursing faculty.
Significance Over 1,000 faculty vacancies Increased student enrollment Turning away students Retirement of current faculty Increased age with initial faculty designation Poor compensation compared to clinical and administration positions Lack of graduate nursing students in master s and doctoral programs pursuing education (American Association of Colleges of Nursing, 2009)
Background Five New Nursing Faculty from various backgrounds Advanced Clinical Practice (Nurse Midwifery) Executive Hospital Administration Continuing Education Proprietary College, Associate Degree Program University Based, Baccalaureate Program
Literature Review Initial Thoughts Differentiate the transition of roles to educator depending upon previous nursing assignment Limitations Literature consisted of transitioning from clinical practice to educator Minimal research re: transitioning from other roles
Top 10 Strategies for Transitioning and Retaining Nursing Faculty 1. Orientation 2. Relationship with director/supervisor 3. Mentoring 4. Support system 5. Navigating the culture 6. Workload 7. Educational opportunities 8. Technology support 9. Expectations/evaluations/feedback 10.Reflective practice
Orientation Literature Review Current Practices Sink or swim Crash and burn Customized orientation Novice vs experienced Delivery methods Length (Baker, 2010; Schoening, 2013; Suplee & Gardner, 2009)
Orientation Literature Review Models Nurse Educator Transition Model (Schoening, 2013) New Faculty Orientation model (Suplee & Gardner, 2009) Online Adjunct Faculty Mentoring Model (Brannagan & Oriel, 2014) Preceptor/Mentor Online vs traditional (Baker, 2010; Brannagan & Oriol, 2014; Schoening, 2013; Suplee & Gardner, 2009)
Orientation Literature Review Content Education design and delivery Overall college information Nursing department information Technology Socialization Faculty development throughout the year Pre- and post-assessment (Baker, 2010; Suplee & Gardner, 2009)
Orientation Panel Recommendations Customized based on background and need Length sufficient to integrate into new role Release time from committees Less faculty teaching load Content to address areas discussed in Literature Review
Relationship with Director/Supervisor Literature Review Relationship is important Employees leave their boss (Smith, 2000) Develop identity in the organization (Farrell & Oczkowski, 2012) Formative and facilitative (Sluss, Ployhart, Cobb, & Ashforth, 2012) Quality impacts intention to turnover (Wheeler, Harris, & Harvey, 2010) Deficits cause role ambiguity and lack of commitment (Brunetto, Farr-Wharton, & Shacklock, 2011) High quality leads to to work success, respect, honor, friendship, and caring (Han & Jekel, 2010)
Relationship with Director/Supervisor Panel Recommendations Regular meetings Shared expectations Shared mission, vision, goals, beliefs Intellectual support Emotional support Available for consultation Accepted in meetings to learn Reviewed student evaluations and shared praise Honored previous experience
Mentoring Literature Review Mentoring strongly supported in the literature Mentor need not be from the same specialty area (Romeo & Morin,1995) Mentors must be accessible, approachable, nonjudgmental, intuitive and empathetic Mentee should have a safe place to express frustration, fears and uncertainties (Blauvelt & Spath, 2008)
Mentoring Literature Review Mentoring should be individualized for the mentee Mentor should recognize the strengths that the mentee brings, rather than just the needs (American Organization of Nurse Executives, 2014) Mentoring should look different for the novice educator and the mid-career educator (National League for Nursing, 2006) Mentoring relationship should last one year, or longer (Blauvelt & Spath, 2008)
Mentors should Mentoring Panel Recommendations Not be from same specialty/teaching the same course(s) Be faculty who volunteer for the role rather than assigned by the Director Schedule regular meetings/lunch dates Consider the individual needs of the mentee The relationship of the mentor and mentee may vary based on the needs of the newly hired faculty
Support System Literature Review Overwhelming evidence for support system Solitude Promotes collegiality and builds relationships Encourage collaborations Eases culture shock Decreases stress and anxiety Builds confidence (McDermid, Peters, Daly, & Jackson, 2013; McDonald, 2010; Meanwell & Kleiner, 2014; Morin & Ashton, 2004; Suplee, 2009; )
Support System Literature Review New Orientation Group (Baker, 2010) Provides Support Informal Decrease Stress Increase Collegiality Decreases Isolation
Support System Panel Recommendations Seasoned Faculty Open and inviting environment Introduce yourself to the new faculty Offer support Ask how they are doing New Faculty Introduce yourself Work on campus Set up new faculty meetings University wide, college or departmental
Navigating the Culture Literature Review A cultural shift from practitioner to educator (Duphily, p. 13, 2011) Several new faculty experienced separation and loneliness upon entering a new culture (Diekelmann, 2004) Clash of cultures Nursing culture and culture of academia Institution to institution The clinician and the educator Collaborative effort with seasoned faculty (Duphily, 2011)
What s a FERPA?? Unfamiliarity with the language and the practices of the new role (Duphily, 2011) Not knowing what you don t know or what questions to ask
Navigating the Culture Literature Review Hierarchy Values change Essential to value core nursing principles (Duphily, 2011) The pressure of the PhD (McDermid et al., 2013) Chain of command A reversal of Benner s Novice to Expert and the expert now becomes the novice (Cangelosi, Crocker, & Sorrell, 2009)
Navigating the Culture Panel Recommendations Having a buddy..eventually Encourage seasoned faculty to take that extra step A panel discussion from the previous year s new faculty having a what ya need to know talk with new faculty
Workload Literature Review Minimal literature for new faculty (Morin & Ashton, 2004) One study found that new faculty expressed concerns over a heavy teaching load Another found there were variations in teaching loads Overall faculty workload (Bittner & O Connor, 2012) Factor for job satisfaction More than 50% nursing faculty had two jobs, almost 20% having three jobs 65% reported larger workload than expected Over 70% reported higher than counterparts in other fields at their college
Workload Literature Review Problems with faculty workload Lack of release time for scholarship and research Lack of credit for serving as chairs (committee, dissertation, etc.) Lack of adjustment for workload for doctoral educations (Durham, Merritt, & Sorrell, 2007)
Workload Panel Recommendations Consistency with new faculty workloads Limit the number of classes the first semester Assign the same classes for consistency over the first two years Release time for doctoral studies, chairing committees and scholarship
Educational Opportunities Literature Review Not well formulated in the literature Educational opportunities should be individualized for faculty(blauvelt & Spath, 2008) Determine the backgrounds/academic experiences of the newly hired faculty Allow transitioning faculty members to be a part of a team in teaching/research/publication (Hessler & Ritchie, 2006)
Educational Opportunities Panel Recommendations Educational opportunities for transitioning nurse educators may include Shadowing a clinical/didactic course Team teaching a course Simulation experiences in the role of the educator Attendance at local chapters of nursing/specialty organizations Conducting research/writing publications collaboratively with an established team Attending local/regional/international nurse educator conferences Attending local/regional/international specialty conferences New faculty retreat Individual meetings with College support staff Technology/ Library/Writing Center/Tutoring Center
Technology Support Literature Review Common technologies Overhead projector/large screen video data display Media Center Integrated classroom workstation/instructor computer workstation Online and Hybrid classrooms Learning management systems Barriers Classroom design Limited equipment Emphasis on research, tenure, promotion rather than teaching (Baker, 2010; Brannagan & Oriol, 2014; Brill & Galloway, 2007; Hung & Jeng, 2013; Vaill & Testori, 2012)
Technology Support Panel Recommendations Workshops that demonstrate and provide training on the use of the equipment and technology available prior to use Relating use of technology to pedagogical concepts How will the technology enhance learning Tip sheets
Expectations/Evaluation/Feedback Literature Review Ambiguity about the role expectations and inconsistencies between what is expected and the reality of academia (Diekelman, 2002) Multiple role expectations, yet no guidelines or strategies (Duphily, 2011) Uncertainty of the role of full-time faculty (McDermid et al., 2013) Lack of natural progression in academia (Cangelosi et al., 2009)
The Reward System Expectations/Evaluation/Feedback Literature Review Research versus clinical expertise (Schriner, 2007) The rules changed What is valued in clinical practice was different to what is valued in academia The doctorate = winning
Expectations/Evaluation/Feedback Literature Review Little feedback in academia vs great deal of feedback in the clinical environment Competency in teaching never questioned (Schriner, 2007) No organized process to learn the new educator role (Cangelosi et al., 2009) New hire in clinical setting you know where they stand within a few months
Expectations/Evaluation/Feedback Panel Recommendations No algorithm for academia The peer review process at Regis Co-teaching, observation, and mentoring (we all had different experiences) Official peer review
Reflective Practice Literature Review Why use Reflection Critical thinking process (Brookfield, 2004) Grow professionally (Beres, 2006) Developmental process of reflective practitioner (Cornish & Jenkins, 2012) Understanding of incidents (Hunt, 2007) Focus on emotional aspects of first time teaching (Meanwell & Kleiner, 2014) Develop new understanding Framework helpful (Oldland, 2011)
Reflective Practice Panel Recommendations Find model that works Set up process and hardwire Reflect at a minimum: Start of a course: How can class enhance learning? End of a course: How did course meet objectives? Reading evaluations: How can I improve? Reflect on any unusual event; in or out of classroom Keep copies of reflections for later review and discovery
Reflection
References American Association of Colleges of Nursing. (2009). Nursing faculty shortage fact sheet. Retrieved from www.aacn.nche.edu American Organization of Nurse Executives. (2014). Leader2Leader mentorship program. Retrieved from http://www.aone.org/membership/mentorship.shtml Baker, S.L. (2010). Nurse educator orientation: Professional development that promotes retention. The Journal of Continuing Education in Nursing, 41(9), 413-417. Beres, J. (2006). Staff development to university faculty: Reflections of a nurse educator. Nursing Forum 41(3), 141-145. Bittner, N. P., & O Connor, M. (2012). Focus on retention: Identifying barriers to nurse faculty satisfaction. Nursing Education Perspectives, 33(4), 251-254.
References Blauvelt, M. & Spath, M. (2008). Passing the torch: A faculty mentoring program at one school of nursing. Nursing Education Perspectives, 29(1), 29-33. Brannagan, M. & Oriol, M. (2014). A model for orientation and mentoring of online adjunct faculty in nursing. Nursing Education Perspectives, 35(2), 128-130. Brill, J.M. & Galloway, C. (2007). Perils and promises: University instructor s integration of technology in classroom-based practices. British Journal of Education Technology, 38(1), 95-105. doi: 10.1111/j.1467-8535.2003.00301.x Brunetto, Y., Farr-Wharton, R., & Shacklock, K. (2011). Supervisor subordinate communication relationships, role ambiguity, autonomy, and affective commitment for nurses. Contemporary Nurse, 39(2), 227-239. Cangelosi, P.R., Crocker, S., & Sorrell, J.M. (2009). Expert to novice: Clinicians learning new roles as nurse educators. Nursing Education Perspectives, 30(6), 367-371.
References Cornish, L. & Jenkins, K.A. (2012). Encouraging teacher development through embedding reflective practice in assessment. Asia-pacific Journal of Teacher Education 40(2), 159-170. Diekelmann, N. (2004). Experienced practitioners as new faculty: New pedagogies and new possibilities. Journal of Nursing Education, 43(3), 101-103. Duphily, N. (2011). From clinician to academic: The impact of culture on faculty retention in nursing education. Online Journal of Cultural Competence in Nursing and Healthcare, 1(3), 13-21. Durham, S., Merritt, J., & Sorrell, J. (2007). Implementing a new faculty workload formula. Nursing Education Perspectives 28(4), 184-189. Farrell, M.A. & Oczkowski, E. (2012). Organisational identification and leader member exchange influences on customer orientation and organisational citizenship behaviours. Journal of Strategic Marketing, 20(4), 365 377.
References Han, G. & Jekel, M. (2010). The mediating role of job satisfaction between leader-member exchange and turnover intentions. Journal of Nursing Management, 19, 41-49. Hessler, K. & Richie, H. (2006). Recruitment and retention of novice faculty. Journal of Nursing Education, 45(5), 150-154. Hung, W. & Jeng, I. (2013). Factors influencing future educational technologists intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272. doi: 10.1111/j.1467-8535.2012.01294.x Hunt, C. (2007). Diversity and pedagogic practice: Reflections on the role of an adult educator in higher education. Teaching in Higher Education, 12(5-6), 765-779.
References McDermid, F., Peters, K., Daly, J., & Jackson, D. (2013). I thought I was just going to teach : Stories of new nurse academics on transitioning from session teaching to continuing academic positions. Contemporary Nurse, 45(1), 46-55. McDonald, P.J. (2010). Transitioning from clinical practice to nursing faculty: Lessons learned. Journal of Nursing Education, 49(3), 126-131. Meanwell, E. & Kleiner, S. (2014). The emotional experience of first-time teaching: Reflections from graduate instructors, 1997-2006. Teaching Sociology, 42(1), 17-27. Morin, K. H., & Ashton, K. C. (2004). Research on faculty orientation programs: Guidelines and directions for nurse educators. Journal of Professional Nursing, 20(2), 239-250. National League for Nursing (NLN). (2006). Position statement: Mentoring of nurse faculty. Nursing Education Perspectives, 27(2), 110 113.
References Oldland, E. (2011). Transition from clinical manager to university lecturer: A self-reflective case study. Higher Education Research and Development, 30(6), 779-790. Romeo, K. C. & Morin, K. (1995). Seeking success: Effective orientation programs for experienced faculty. Nursing Connections, 8(1), 15-21. Schriner, C.L. (2007). The influence of culture on clinical nurses transitioning into the faculty role. Nursing Education Perspectives, 28(3), 145-149. Schoening, A.M. (2013). From bedside to classroom: The nurse educator transition model. Nursing Education Perspectives, 34(3), 167-172. Sluss, D.M., Ployhart, R.E., Cobb, M.G., & Ashforth, B.E. (2012). Generalizing newcomers relational and organizational identifications: Processes and prototypicality. Academy of Management Journal 55(4), 949-975.
References Smith, G. P. (2010). Keeping good employees means having good managers. Retrieved from http//www.managerwise.com/article.phtml?id=32. Suplee, P.D. & Gardner, M. (2009). Fostering a smooth transition to the faculty role. The Journal of Continuing Education in Nursing, 40(11), 514-520. Vaill, A.L. & Testori, P.A. (2012). Orientation, mentoring and ongoing support: A three-tiered approach to online faculty development. Journal of Asynchronous Learning Networks, 16(2), 111-119. Wheeler, A.R., Harris, K.J., & Harvey, P. (2010). Moderating and mediating the HRM effectiveness intent to turnover relationship: The roles of supervisors and job embeddedness. Journal of Managerial Issues, XXII(2), 182-196.
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