2.50
Hdl Handle:
http://hdl.handle.net/10755/602626
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Faculty Mentoring of DNP Students
Author(s):
Manister, Nancy Neff; Frederickson, Keville C.; Forrester, David Anthony (Tony)
Lead Author STTI Affiliation:
Mu Chi
Author Details:
Nancy N. Manister, FNP-BC, nnknp@aol.com; Keville C. Frederickson, RN, FAAN; D. Anthony (Tony) Forrester, PhD, RN, ANEF, FAAN
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Abstract: Background:  The Sigma Theta Tau International Nurse Faculty Leadership (NFLA) Academy experience, which is supported in partnership with the Elsevier Foundation, provided an opportunity to develop faculty leadership skills and expand my scope of influence through identification and development of a team leadership project. The first step in this process was the formation of a triad, consisting of a Leadership Mentor - Keville Frederickson EdD, RN, FAAN, NFLA ; a Faculty Advisor - D. Anthony Forrester PhD, RN, ANEF, FAAN; FAAN, and Scholar – Nancy N. Manister DNS, CNS, FNP-BC. The triad relationship provided critical support throughout the NFLA experience. The NFLA team leadership project - Faculty Mentoring of DNP Students – was developed to advance nursing education by providing needed information about the mentoring relationship between DNP student and faculty mentor. Information is needed about this relationship as most DNP programs are new, and best practices for mentoring have not been established. Purpose:  The purpose of this experience was to promote leadership development for junior nursing faculty through varied educational strategies focused on knowledge, competence, and outcomes. Methods:   The NFLA 21-month program utilized a curriculum based upon leadership development of the scholar across three domains: individual leadership development; advancing nursing education through a team leadership project; and expanding the scholar’s scope of influence within the academic institution, the community, and the nursing profession. Two 3-day intensive workshops and continued support by the leadership mentor and faculty advisor served to guide the scholar through this experience. Kouzes and Posner’s Five Practices of Exemplary Leadership were utilized as a basis to assess the scholar’s strengths and weaknesses, and provided a framework for leadership development. As well, Kouzes and Posner’s leadership practices were used to develop a team leadership project aimed at advancing nursing education through assessment of needs and expectations of DNP student mentees and DNP faculty mentors, development of a four hour mentoring workshop, and workshop evaluation. Opportunities were identified for increasing the scholar’s scope of influence throughout the program experience. Results: The NFLA scholar utilized self-assessment tools, self-reflection, as well as feedback from the leadership mentor and faculty advisor to determine two areas of focus for individual leadership development: model the way; and enable others to act. A team was formed to develop, implement, and evaluate a team project at Fairfield University. The project team consisted of two nursing faculty members, a university administrator, and the NFLA scholar. The NFLA leadership mentor and faculty advisor provided valued input and support throughout this process. The team project - Faculty Mentoring of DNP Students - was successful in determining mentoring needs and expectations of DNP students, and expectations and beliefs of DNP faculty mentors. A positive mentoring workshop experience was provided to a group of DNP faculty mentors and student mentees, and evaluations of this workshop will be used to develop and plan for future workshops and inform mentoring practices for DNP programs. The experience of participating in the NFLA served as a spring board for the scholar to increase scope of influence within the university (organization), the community, and the nursing profession. Conclusions:   The intensive NFLA experience provides an invaluable opportunity for the junior nurse faculty member to develop key leadership skills. Supported by the triad relationship and continued self-assessment and reflection, this program demonstrates a successful strategy for developing nurse faculty leaders of the future.
Keywords:
Nursing Faculty; Leadership Development; DNP Program
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15NF1.11
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleFaculty Mentoring of DNP Studentsen
dc.contributor.authorManister, Nancy Neffen
dc.contributor.authorFrederickson, Keville C.en
dc.contributor.authorForrester, David Anthony (Tony)en
dc.contributor.departmentMu Chien
dc.author.detailsNancy N. Manister, FNP-BC, nnknp@aol.com; Keville C. Frederickson, RN, FAAN; D. Anthony (Tony) Forrester, PhD, RN, ANEF, FAANen
dc.identifier.urihttp://hdl.handle.net/10755/602626en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Abstract: Background:  The Sigma Theta Tau International Nurse Faculty Leadership (NFLA) Academy experience, which is supported in partnership with the Elsevier Foundation, provided an opportunity to develop faculty leadership skills and expand my scope of influence through identification and development of a team leadership project. The first step in this process was the formation of a triad, consisting of a Leadership Mentor - Keville Frederickson EdD, RN, FAAN, NFLA ; a Faculty Advisor - D. Anthony Forrester PhD, RN, ANEF, FAAN; FAAN, and Scholar – Nancy N. Manister DNS, CNS, FNP-BC. The triad relationship provided critical support throughout the NFLA experience. The NFLA team leadership project - Faculty Mentoring of DNP Students – was developed to advance nursing education by providing needed information about the mentoring relationship between DNP student and faculty mentor. Information is needed about this relationship as most DNP programs are new, and best practices for mentoring have not been established. Purpose:  The purpose of this experience was to promote leadership development for junior nursing faculty through varied educational strategies focused on knowledge, competence, and outcomes. Methods:   The NFLA 21-month program utilized a curriculum based upon leadership development of the scholar across three domains: individual leadership development; advancing nursing education through a team leadership project; and expanding the scholar’s scope of influence within the academic institution, the community, and the nursing profession. Two 3-day intensive workshops and continued support by the leadership mentor and faculty advisor served to guide the scholar through this experience. Kouzes and Posner’s Five Practices of Exemplary Leadership were utilized as a basis to assess the scholar’s strengths and weaknesses, and provided a framework for leadership development. As well, Kouzes and Posner’s leadership practices were used to develop a team leadership project aimed at advancing nursing education through assessment of needs and expectations of DNP student mentees and DNP faculty mentors, development of a four hour mentoring workshop, and workshop evaluation. Opportunities were identified for increasing the scholar’s scope of influence throughout the program experience. Results: The NFLA scholar utilized self-assessment tools, self-reflection, as well as feedback from the leadership mentor and faculty advisor to determine two areas of focus for individual leadership development: model the way; and enable others to act. A team was formed to develop, implement, and evaluate a team project at Fairfield University. The project team consisted of two nursing faculty members, a university administrator, and the NFLA scholar. The NFLA leadership mentor and faculty advisor provided valued input and support throughout this process. The team project - Faculty Mentoring of DNP Students - was successful in determining mentoring needs and expectations of DNP students, and expectations and beliefs of DNP faculty mentors. A positive mentoring workshop experience was provided to a group of DNP faculty mentors and student mentees, and evaluations of this workshop will be used to develop and plan for future workshops and inform mentoring practices for DNP programs. The experience of participating in the NFLA served as a spring board for the scholar to increase scope of influence within the university (organization), the community, and the nursing profession. Conclusions:   The intensive NFLA experience provides an invaluable opportunity for the junior nurse faculty member to develop key leadership skills. Supported by the triad relationship and continued self-assessment and reflection, this program demonstrates a successful strategy for developing nurse faculty leaders of the future.en
dc.subjectNursing Facultyen
dc.subjectLeadership Developmenten
dc.subjectDNP Programen
dc.date.available2016-03-21T16:33:15Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:33:15Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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