Facilitating Scholarship Success through a Collaborative Faculty Group

2.50
Hdl Handle:
http://hdl.handle.net/10755/603196
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Facilitating Scholarship Success through a Collaborative Faculty Group
Other Titles:
Leadership in Nursing Education [Session]
Author(s):
Payne, Camille; Myers, Rachel E.; Hold, Judith L.; Myers, Rachel E.; Hold, Judith L.
Lead Author STTI Affiliation:
Mu Phi
Author Details:
Camille Payne, RN, lpayne3@kennesaw.edu; Rachel E. Myers, RN, CDE; Judith L. Hold, EdD, RN
Abstract:
Session presented on Tuesday, November 10, 2015: New faculty entering the world of academia often struggle with meeting university requirements for research and scholarship endeavors. In addition, balancing role expectations for teaching, service and scholarship can seem overwhelming. Furthermore, advancing nursing through the development of new and applied knowledge is not only essential for the individual, but vital for growth of nursing as a profession. This presentation will share strategies for successful faculty collaboration to achieve and balance role expectations for teaching, service and scholarship. Nursing faculty have reported many barriers to scholarship development and writing for publication, including inexperience, lack of scholar mentors, time constraints, workload issues (e.g., teaching and meeting demands), anxiety and fear of failing, and lack of colleagueship (Heinrich & Oberleitner, 2012; Ness, Duffy, McCallum, & Price, 2014).  These barriers can interfere with a faculty member’s progress in defining and achieving a scholarship program and meeting role expectations. Setting up a program of research, and learning to write for grants can be a time consuming and arduous process, as not all schools and universities have research departments or personnel to provide support and guidance to individual faculty.  Faculty members in some institutions have attempted to address this gap by forming collaborative groups which have been found to help increase scholarly productivity (Ness et al., 2014). A review of the literature, however, reveals this strategy to be underutilized. In one comprehensive Southeastern university, three tenure track faculty members established a collaborative faculty scholarship group to provide peer support and encouragement in order to cultivate clear individual research programs and goals.  Although the initial goals of this group were simply to meet regularly, and to set and achieve realistic short and long term goals, the combined energy and strengths of the members enabled achievement at a higher level than anticipated. While not a part of the intentionality of the collaboration, as the group evolved, the three members were able to work both individually and collectively to generate presentations, articles and grants.  Several factors contributed to this success, such as small group size, frequent and regular meetings, and holding each other accountable.  In the initial ten months of collaborative efforts, combined achievements included 5 submitted grants (3 funded), 8 submitted scholarly articles (5 accepted; 3 decisions pending), and 12 submitted and accepted state, national and international podium or poster presentations. These outcomes suggest that this innovative faculty group strategy can be used as a model to promote collaborative nursing and interprofessional scholarship.
Keywords:
Faculty; Collaboration; Scholarship
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15H10
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.typePresentationen
dc.titleFacilitating Scholarship Success through a Collaborative Faculty Groupen
dc.title.alternativeLeadership in Nursing Education [Session]en
dc.contributor.authorPayne, Camilleen
dc.contributor.authorMyers, Rachel E.en
dc.contributor.authorHold, Judith L.en
dc.contributor.authorMyers, Rachel E.en
dc.contributor.authorHold, Judith L.en
dc.contributor.departmentMu Phien
dc.author.detailsCamille Payne, RN, lpayne3@kennesaw.edu; Rachel E. Myers, RN, CDE; Judith L. Hold, EdD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603196en
dc.description.abstractSession presented on Tuesday, November 10, 2015: New faculty entering the world of academia often struggle with meeting university requirements for research and scholarship endeavors. In addition, balancing role expectations for teaching, service and scholarship can seem overwhelming. Furthermore, advancing nursing through the development of new and applied knowledge is not only essential for the individual, but vital for growth of nursing as a profession. This presentation will share strategies for successful faculty collaboration to achieve and balance role expectations for teaching, service and scholarship. Nursing faculty have reported many barriers to scholarship development and writing for publication, including inexperience, lack of scholar mentors, time constraints, workload issues (e.g., teaching and meeting demands), anxiety and fear of failing, and lack of colleagueship (Heinrich & Oberleitner, 2012; Ness, Duffy, McCallum, & Price, 2014).  These barriers can interfere with a faculty member’s progress in defining and achieving a scholarship program and meeting role expectations. Setting up a program of research, and learning to write for grants can be a time consuming and arduous process, as not all schools and universities have research departments or personnel to provide support and guidance to individual faculty.  Faculty members in some institutions have attempted to address this gap by forming collaborative groups which have been found to help increase scholarly productivity (Ness et al., 2014). A review of the literature, however, reveals this strategy to be underutilized. In one comprehensive Southeastern university, three tenure track faculty members established a collaborative faculty scholarship group to provide peer support and encouragement in order to cultivate clear individual research programs and goals.  Although the initial goals of this group were simply to meet regularly, and to set and achieve realistic short and long term goals, the combined energy and strengths of the members enabled achievement at a higher level than anticipated. While not a part of the intentionality of the collaboration, as the group evolved, the three members were able to work both individually and collectively to generate presentations, articles and grants.  Several factors contributed to this success, such as small group size, frequent and regular meetings, and holding each other accountable.  In the initial ten months of collaborative efforts, combined achievements included 5 submitted grants (3 funded), 8 submitted scholarly articles (5 accepted; 3 decisions pending), and 12 submitted and accepted state, national and international podium or poster presentations. These outcomes suggest that this innovative faculty group strategy can be used as a model to promote collaborative nursing and interprofessional scholarship.en
dc.subjectFacultyen
dc.subjectCollaborationen
dc.subjectScholarshipen
dc.date.available2016-03-21T16:45:22Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:45:22Zen
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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