Promoting Faculty Scholarship: A Clinical Faculty Scholars Program

The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging. The article describes the development and initial results of the scholarly practice program. Mentorship, time, and li...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of nursing education 2018-02, Vol.57 (2), p.121-125
Main Authors: Minnick, Ann, Kleinpell, Ruth, Norman, Linda D
Format: Article
Language:English
Subjects:
Academic Achievement
Case Studies
Clinical competence
Clinical medicine
Clinical Teaching (Health Professions)
Deans
Doctoral Degrees
Doctoral Programs
Evidence Based Practice
Evidence-based nursing
Guidelines
Intellectual Disciplines
Mentors
Nursing
Nursing administration
Nursing education
Nursing schools
Nursing skills
Part Time Faculty
Program Administration
Proposal Writing
Recognition (Achievement)
Scholars
Scholarship
Selection Criteria
Strategic Planning
Teaching Methods
Urban Areas
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging. The article describes the development and initial results of the scholarly practice program. Mentorship, time, and limited funding are essentials for the program. After submitting detailed proposals, 15 faculty were chosen to be project leaders in the first 2 years of the program, resulting in 15 presentations, three posters, 19 publications, and a webinar, to date. External continuing funding has been secured by three projects. Additional dissemination efforts are awaiting peer review. The program has successfully increased the level of scholarship among clinical teaching faculty and contributed to the faculty's professional satisfaction. Faculty have increased experience and ability to conduct clinical quality improvement. Experience supports targeted, substantial support for projects, rather than a general average faculty allocation strategy to promote scholarship. [J Nurs Educ. 2018;57(2):121-125.].
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20180123-11