Consistent scholarship standards among DNP-prepared faculty needed: Actionable insights.

DNP-prepared faculty report challenges and barriers to achieving success in academic roles when criteria for promotion includes scholarship. The purpose of this evidence-based initiative was to explore thoughtful scholarship standards for DNP-prepared faculty which can be adapted and transferred across academic institutions with the goal of elevating faculty scholarship. Given a paucity of available research evidence, a review and synthesis of non-research evidence was conducted. DNP scholarship standards from high-ranking intuitions were critically appraised, and this evidence, along with the diverse and collective expertise of the authors, was translated into recommendations for an inclusive model of rigor for DNP-prepared faculty scholarship. A template for appraising the scholarship of DNP-prepared faculty based on strategic evaluation of impact is included. Academic institutions may use this work to expand the fundamental level of evolving scholarship, determine parameters, and provide clarity and support to DNP-prepared faculty as they seek to progress in rank.

External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar.

BACKGROUND: Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs. PROBLEM: DNP-prepared faculty entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship. APPROACH: Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship. OUTCOMES: In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development. CONCLUSIONS: Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.

The experience of a new deanship for two Robert Wood Johnson Foundation executive nurse fellows.

With the graying of the professoriate, many deans in nursing are moving toward retirement, which provides an opportunity for emerging leaders to move into deanships. New deans move through predictable stages and enjoy a honeymoon, allowing for some mistakes that might not be tolerated later. Early wins are essential in addition to planned changes so as not to overwhelm faculty with change. It is critical to learn the new culture, identify leaders, perform a thorough assessment as the basis for a strategic plan, and be honest and transparent. The ability to mobilize a cohesive, functioning team is critical to success.