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Preparing For the Transition: Preparing Faculty for a Doctor of Nursing Practice Program

Preparing For the Transition: Preparing Faculty for a Doctor of Nursing Practice Program. Juliann G. Sebastian, ARNP, PhD, FAAN Assistant Dean for Advanced Practice Nursing and Professor Co-Director, DNP Program Carolyn A. Williams, RN, PhD, FAAN Dean and Professor

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Preparing For the Transition: Preparing Faculty for a Doctor of Nursing Practice Program

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  1. Preparing For the Transition:Preparing Faculty for a Doctor of Nursing Practice Program Juliann G. Sebastian, ARNP, PhD, FAAN Assistant Dean for Advanced Practice Nursing and Professor Co-Director, DNP Program Carolyn A. Williams, RN, PhD, FAAN Dean and Professor Marcia Stanhope, RN, DSN, FAAN Associate Dean and Professor Co-Director, DNP Program University of Kentucky College of Nursing AACN Regional DNP Meeting San Diego CA 1/12/06

  2. Considerations • Identify faculty groups to include • Determine types of transitions • Examine faculty development issues related to the nature of the program AACN Regional DNP Meeting San Diego CA 1/12/06

  3. Context • Strong commitment to clinical practice • Faculty practice program initiated in 1984 • Faculty practice plan in 1994 • Practice arrangements include clinical appointments within the academic health center, College of Nursing owned and operated sites, and contracts with clinical agencies AACN Regional DNP Meeting San Diego CA 1/12/06

  4. Setting the stage • Dean’s conversations with Chancellor about the concept of a professional practice-oriented doctoral program during the couple of years prior to convening a planning committee; • Dean discussed the concept of a professional practice doctorate with Dean of the Graduate School. AACN Regional DNP Meeting San Diego CA 1/12/06

  5. Stages of transition* • Curriculum transition • Pre-implementation • Curriculum implementation • Program implementation • Curriculum advancement • Formative evaluation and enhancement *Farmer, E.A. (2004). Faculty development for problem-based learning. European Journal of Dental Education,8(2), 59-66. AACN Regional DNP Meeting San Diego CA 1/12/06

  6. Pre-ImplementationFaculty involvement in curriculum development • Input into decision to develop a DNP program (1998-99) • Dean convened a planning committee • Faculty fora and focus groups • Curriculum committee and faculty meeting discussions • Retreat with planning committee • Development of program objectives (post MSN), curriculum framework and structure, courses, admission and progression standards • Total faculty vote on the program proposal (1999) AACN Regional DNP Meeting San Diego CA 1/12/06

  7. Program Implementation:Development of the core faculty group • DNP Coordinating Committee, 5/01 • Composition • All faculty members teaching in the DNP program • All are doctorally prepared • Director of the PhD program • All work with both DNP and PhD students • Two teach PhD courses • Others advise students as dissertation chairs or committee members AACN Regional DNP Meeting San Diego CA 1/12/06

  8. Functions of DNP Coordinating Committee Planning, implementing, and evaluating the DNP program • Admissions • Operational policies and procedures • Academic guidelines • Communication (ex., monthly graduate faculty meetings) Evaluation • Formative • Summative AACN Regional DNP Meeting San Diego CA 1/12/06

  9. Student Committees Faculty Advisor Student Clinical Mentor Faculty Committee Member AACN Regional DNP Meeting San Diego CA 1/12/06

  10. Faculty advisors • Evidence of understanding and operating from a nursing model • Evidence of scholarship related to clinical practice; e.g., extramurally funded evaluation research, publications, presentations • Provision of clinical leadership in decision-making • Use of an evidence-based approach to clinical decision-making AACN Regional DNP Meeting San Diego CA 1/12/06

  11. Clinical mentors • Top level clinical or executive experts with responsibility for population-focused health care delivery • Mentors are selected from among a variety of disciplines, thereby building the students’ interdisciplinary experiences. AACN Regional DNP Meeting San Diego CA 1/12/06

  12. Connecting with faculty advisors and clinical mentors • Faculty advisors invited to attend course discussions • Course faculty encourage students to work directly with faculty advisors & committees • Committees meet regularly to consult with students; sharing different perspectives from practice & academe enrich all. AACN Regional DNP Meeting San Diego CA 1/12/06

  13. Ongoing operationalization of curriculum • Ongoing, scheduled faculty meetings to discuss issues, values and ideas • Monthly DNP Coordinating Committee meetings • Discussion of the nature of the curriculum, clinical capstone projects, evaluation and modification of requirements • Faculty retreat, Jan., 2005 AACN Regional DNP Meeting San Diego CA 1/12/06

  14. Evolution of the clinical capstone projects • Faculty discussions of assumptions, goals, beliefs • Examination of various types of clinical change projects • Outcomes evaluation, program evaluation and evaluation research AACN Regional DNP Meeting San Diego CA 1/12/06

  15. Communication strategies • Monthly reports at Graduate Faculty meetings • Updates at Total Faculty meetings • All faculty and students invited to DNP student presentations and special lectures, presentations by visiting professors • DNP students encouraged to make Brown Bag presentations and to participate in poster sessions • Sharing occurs with faculty members in other disciplines via academic council discussions, Brown Bag presentations, invitations to visiting professor seminars and colloquia AACN Regional DNP Meeting San Diego CA 1/12/06

  16. Communication strategies (cont.) • Electronic mail announcements, congratulatory messages • College newsletter • Print advertisements

  17. Faculty Involvement in National Meetings • AACN Doctoral conference • Regional DNP conferences • Participation in specialty organization discussions AACN Regional DNP Meeting San Diego CA 1/12/06

  18. Formative Evaluation and Enhancement AACN Regional DNP Meeting San Diego CA 1/12/06

  19. Formative Evaluation • Real time changes as student or faculty needs indicate • E.G., addition of Evidence-Based Practice course in the first year • Curricular modifications in 2005 • Balanced clinical hours across the two tracks • Added economics/finance course for clinical students • Distributed final clinical project over two semesters AACN Regional DNP Meeting San Diego CA 1/12/06

  20. Summative Evaluation • Incorporation into the full College academic evaluation plan • End of program surveys, Jan., 2006 AACN Regional DNP Meeting San Diego CA 1/12/06

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