Achieving Successful Outcomes in Continuing Education for Nursing Faculty

Achieving Successful

Outcomes

Matthew S. Howard, MSN, RN, CEN, CPEN, CPN Kay Clevenger, MSN, RN

in Continuing Education for

Nursing Faculty

Director of Educational Resources Director of Scholarship & Leadership

Objectives

1. Describe the program development and the process for its delivery as related to nursing education.

2. Identify at least two outcome objectives for each program discussed.

Shortage of Nurse Faculty

Lack of Nurses Worldwide is Threatening Optimal Health Care

The shortage of faculty at nursing schools is limiting student capacity at a time when there is a growing need for professional registered nurses.

• US nursing schools turned away 68,938 qualified applicants from baccalaureate

and graduate nursing programs in 2014

• 1,236 faculty vacancies were identified in a survey of 714 nursing schools in

2014

American Association of Colleges of Nursing (2015). Nursing faculty shortage fact sheet. Retrieved from http://www.aacn.nche.edu/media-relations/FacultyShortageFS.pdf

“Nurse faculty leaders commonly described their early

leadership roles as being unsought, unanticipated, and

ones for which they were unprepared.”

Horton-Deutsch, S., Young, P. K., & Nelson, K. A. (2010). Becoming a nurse faculty leader: facing challenges through reflecting, persevering and relating in new ways. Journal of

Nurse Faculty Leadership

• Core Competencies for Leaders in Nursing Education

Patterson, B.J., & Krouse, A.M. (2015). Competencies for leaders in nursing

education. Nursing Education Perspectives, 36(2), 76-82. doi:10.5480/13-1300

Articulate Vision

• Envision the possibilities • Challenge assumptions

• Create an environment for change

Become Education

• Know the literature

• Develop systems to inform decision-making

• Engage in succession planning

Embrace Professional Values

• Demonstrate accountability

• Promote a safe environment

Develop & Nurture Relationships

• Communicate

• Role model

The Future of Nursing: Leading Change,

Advancing Health (IOM, 2010)

Prepare nursing workforce to assume

leadership positions across all levels

Nurse Faculty Leadership Academy (NFLA)

• Mentored leadership development experience

for aspiring leaders in nursing education who have 2-7 years of experience

• Initiated in 2010

NFLA Purpose

To develop the leadership knowledge and skills of nurse educators early in their faculty careers to:

• Facilitate personal leadership development • Foster academic career success

• Promote nurse faculty retention and satisfaction

NFLA Expert Faculty

• Laura Dzurec (Lead) PhD, MS, BS, RN, PMHCNS-BC, ANEF

• D. Anthony (Tony) Forrester, PhD, RN, ANEF, FAAN

• Barbara Friesth, PhD, RN

• Ainslie Nibert, PhD, RN, FAAN

• Barbara Patterson, PhD, RN, ANEF

• Elizabeth Peter, PhD, RN

• Gwen Sherwood, PhD, RN, FAAN, ANEF

• Carol Winters, PhD, RN, CNE

NFLA Curriculum Structure

• 20 month guided leadership journey

• Two intensive leadership

development workshops

• “Relationship of Three”

• Individual leadership development

plan

• Design and lead a team project

• Site Visits I & II

• Monthly learning activities

• Journaling

• Evaluation of project and

dissemination of results

• Professional presentations of

Role of the NFLA Triad

Nursing Faculty Leadership

Academy

Current Cohort – 2014-2015 Workshop I – Indianapolis, IN

NFLA Outcomes

• NFLA strengthened commitment to nursing educator career

oPromotions, new leadership roles in professional organizations, community

service

• Conferences and presentations related to nursing education, nursing

leadership

• Research activities and funding

• Publications and publication review

• New professional networks

NFLA Evaluations

Experienced Nurse Faculty Leadership

Academy (ENFLA)

• Mentored leadership development

experience for aspiring leaders in nursing

education who have 7 or more years of

experience

• 12 month program

• First cohort concludes in November 2015

o9 scholar and mentor pairs o8 expert faculty members

ENFLA Expert Faculty

• Carol Huston, MSN, MPA, DPA, FAAN, Lead Faculty

• Karen Carlson, PhD, RN

• Cynthia Clark, RN, PhD, ANEF, FAAN

• Pam Jeffries, PhD, RN, FAAN, ANEF

• Donna M. Nickitas PhD, RN, NEA-BC, CNE, FNAP, FAAN

• Suzanne Prevost, RN, PhD

• Alyce Schultz, RN, PhD, FAAN

ENFLA Purpose

• Further academic career development and success.

• Promote personal and professional leadership development.

• Develop and begin to implement a personal leadership progression

plan.

• Expand the influence of the Leadership Scholar within his or her

sponsoring academic institution, the community, and the profession in the context of teaching, scholarship, or service.

• Advance nursing education through leadership development projects

implemented by Leadership Scholars during the program.

ENFLA Curriculum Structure

• Two leadership workshops

• Scholar & Mentor dyads • Individual leadership

progression plan

• Design & management of

ENFLA Curriculum Structure (continued)

• Faculty consultation to the dyad

• Bi-monthly reflective learning activities

• Evaluation of project & dissemination of results

Experienced Nurse Faculty Leadership Academy – Cohort I,

Indianapolis Workshop

ENFLA Projects

Examples of Projects from Cohort I:

• An Innovative Approach to Mentoring Newly Hired Nurse Educators

• Engagement of Clinical Teaching Faculty in Scholarship of Teaching and

Learning: What Really Occurred

• Enhancing Care of Vulnerable Populations through Development of a

ENFLA Evaluation

• Baseline leadership surveys

• Program satisfaction surveys

Emerging Educational Administrator Institute

(EEAI)

• Three phase program that launched in June 2015

Emerging Educational Administrator Institute

(EEAI)

• For faculty aspiring to become an administrator or are in their first

administrative position (coordinator, program coordinator, program director, assistant dean, associate dean, assistant director, associate director or chair/director/dean)

EEAI Expert Faculty

• Pegge Bell, PhD, RN, WHNP-BC, Lead Faculty

• Jeanette Lancaster, PhD, RN, FAAN

EEAI Goals and Objectives

2. Develop knowledge & skills related to administrative role 3. Select appropriate administrative skills in selected scenarios 4. Create personal plan to achieve goals

5. Apply best practices to administrative decisions

6. Evaluate administrative performance by self and others

7. Develop as an administrator in the areas of education, research or service 8. Identify strengths in areas where they can role model and/or mentor others

EEAI Content

• Planning for and getting an

administrative position

• Setting the vision and strategic

plan

• Becoming an effective leader

• Building an effective team

• Finding balance

• Assessment of leadership traits

• Influencing change

• Assessment of personal leadership

knowledge

• Assessment of leadership skills

EEAI Phase I

•

Selection of the Scholar’s Mentor

•

Consists of online education tailored to the educational needs

EEAI Phase II

•

2-day in-person workshop

•

Goals:

oMeet other scholars

EEAI Phase III

•

Project implementation

•

Ongoing support from Institute

faculty and mentors

EEAI Evaluation Components

•

Skill Development – Behavior/Performance

•

Knowledge

ENFLA & EEAI Expected Outcomes

•

Promotions and new leadership roles in professional organizations

and community

•

Dissemination of findings via conference attendance and

presentations related to nursing education, nursing leadership

•

Research activities and funding

•

Publications

Dissemination of Findings

• Each Scholar’s project is presented at an STTI event in some format:

• Poster

• Oral presentation • Symposia

• Conference Proceedings

• Projects are also placed into the Virginia Henderson Global Nursing

Questions?

For more information, please visit

http://www.nursingsociety.org/learn-grow/leadership-institute

References:

Evans, C.J., Shackell, E.F., Kerr-Wilson, S.J., Doyle, G.J., McCutcheon, J.A., & Budz, B. (2014). A faculty created strategic plan for excellence in nursing education. International Journal Of

Nursing Education Scholarship, 11(1), 1-11. doi:10.1515/ijnes-2013-0066

Fitzpatrick, J. J. (2014). Succession planning for nurse faculty: Who will replace us?. Nursing Education Perspectives, 35(6), 359.

Griffith, M. B. (2012). Effective succession planning in nursing: A review of the literature. Journal Of Nursing Management, 20(7), 900-911. doi:10.1111/j.1365-2834.2012.01418.x

H&HN (Hospitals & Health Networks) (2014). Succession planning: Ensuring leadership continuity.

Hospitals & Health Networks, 88(10), 61-72.

STTI (Sigma Theta Tau International). (2014). Nurse Faculty Leadership Academy a win-win-win situation. Reflections on Nursing Leadership, 40(2), 1-3.

Trepanier, S., & Crenshaw, J. T. (2013). Succession planning: A call to action for nurse executives.