2.50
Hdl Handle:
http://hdl.handle.net/10755/621310
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Successful DNP Transition: Nurse Practitioner to Academician
Other Titles:
Career Transitions
Author(s):
Robinson, Lisa B.
Lead Author STTI Affiliation:
Non-member
Author Details:
Lisa B. Robinson, RN, CCRN, CNE, NP-C
Abstract:
Session presented on Friday, March 17, 2017: The last decade has seen increasing numbers of nurse practitioners completing DNP programs, leaving clinical practice, and entering academia. These providers have been experts in clinical practice and may expect the transition to the role of nurse educator to be seamless. A knowledge deficit related to the tripartite role of teaching, scholarship, and service impact the successful transition of nurses to the roles of nurse educators. The purpose of this presentation is to explore the support and development needed for a successful transition of a DNP to the role of nurse educator. Several important considerations for a nurses' academic appointment relate to the environment of the institution. New nurse educators may initially be focused on the role of teaching in the classroom or clinical setting. While this is an integral part of the role, the expectations extend far beyond the classroom. Institutional requirements for promotion and tenure are important to explore. The basic criteria for promotion and tenure are established by the institution and may vary within the individual department. Advising of students may be managed at the department level. Some larger institutions employ advisors to guide students through the curriculum, while other institutions rely on faculty to be accessible to students for advisement. Service to the community may extend from the department or institutional promotion and tenure guidelines. Opportunities for service may include involvement with nursing organizations at the local and national level or service to the community at large. Facilitating the successful transition from practice to educator requires support of the DNP and assistance with developing into the education role. Mentoring of new faculty members is pivotal. Knowing the level and degree of mentoring offered to new faculty is very important. Mentors can keep new faculty abreast the coming expectations, such as yearly review for tenure processes, committee expectations, and the development of a research program. The specific of matching new educators with expert faculty with an understanding of the expectations is essential. A method to monitor the mentoring relationship can ensure a successful partnership. New educators who are nurse practitioners will need to continue to practice to maintain their nurse practitioner certification. Depending on which agency the nurse practitioner is certified through, a specific requirement of the number of practice hours required to maintain certification exists. Certification of nurse practitioners can be advantageous for the institution. Developing a method to allow time for faculty clinical practice is common. Many institutions allow faculty members to dedicate one day per week to clinical practice. Institutions and administrators should support the development of clinical DNP's assuming faculty positions. The development of a plan by the institution and by the new faculty member provides the essential elements for the transition. While the challenges may vary, the results of a successful transition are essential to nursing education. Learning Objectives: The learner will be able to examine strategies for successful transition for the DNP into academia. The learner will be able to discuss methods to support new DNP faculty in nursing education.
Keywords:
DNP as educator; DNP role transition; Practitioner to educator
Repository Posting Date:
3-Mar-2017
Date of Publication:
3-Mar-2017
Other Identifiers:
CHWE17A02
Conference Date:
2017
Conference Name:
Creating Healthy Work Environments 2017
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Creating Healthy Work Environments 2017: Best Practices in Clinical and Academic Settings. Held at the JW Marriott, Indianapolis, Indiana, USA

Full metadata record

DC FieldValue Language
dc.language.isoen[US]en
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleSuccessful DNP Transition: Nurse Practitioner to Academicianen
dc.title.alternativeCareer Transitionsen
dc.contributor.authorRobinson, Lisa B.en
dc.contributor.departmentNon-memberen
dc.author.detailsLisa B. Robinson, RN, CCRN, CNE, NP-Cen
dc.identifier.urihttp://hdl.handle.net/10755/621310-
dc.description.abstractSession presented on Friday, March 17, 2017: The last decade has seen increasing numbers of nurse practitioners completing DNP programs, leaving clinical practice, and entering academia. These providers have been experts in clinical practice and may expect the transition to the role of nurse educator to be seamless. A knowledge deficit related to the tripartite role of teaching, scholarship, and service impact the successful transition of nurses to the roles of nurse educators. The purpose of this presentation is to explore the support and development needed for a successful transition of a DNP to the role of nurse educator. Several important considerations for a nurses' academic appointment relate to the environment of the institution. New nurse educators may initially be focused on the role of teaching in the classroom or clinical setting. While this is an integral part of the role, the expectations extend far beyond the classroom. Institutional requirements for promotion and tenure are important to explore. The basic criteria for promotion and tenure are established by the institution and may vary within the individual department. Advising of students may be managed at the department level. Some larger institutions employ advisors to guide students through the curriculum, while other institutions rely on faculty to be accessible to students for advisement. Service to the community may extend from the department or institutional promotion and tenure guidelines. Opportunities for service may include involvement with nursing organizations at the local and national level or service to the community at large. Facilitating the successful transition from practice to educator requires support of the DNP and assistance with developing into the education role. Mentoring of new faculty members is pivotal. Knowing the level and degree of mentoring offered to new faculty is very important. Mentors can keep new faculty abreast the coming expectations, such as yearly review for tenure processes, committee expectations, and the development of a research program. The specific of matching new educators with expert faculty with an understanding of the expectations is essential. A method to monitor the mentoring relationship can ensure a successful partnership. New educators who are nurse practitioners will need to continue to practice to maintain their nurse practitioner certification. Depending on which agency the nurse practitioner is certified through, a specific requirement of the number of practice hours required to maintain certification exists. Certification of nurse practitioners can be advantageous for the institution. Developing a method to allow time for faculty clinical practice is common. Many institutions allow faculty members to dedicate one day per week to clinical practice. Institutions and administrators should support the development of clinical DNP's assuming faculty positions. The development of a plan by the institution and by the new faculty member provides the essential elements for the transition. While the challenges may vary, the results of a successful transition are essential to nursing education. Learning Objectives: The learner will be able to examine strategies for successful transition for the DNP into academia. The learner will be able to discuss methods to support new DNP faculty in nursing education.en
dc.subjectDNP as educatoren
dc.subjectDNP role transitionen
dc.subjectPractitioner to educatoren
dc.date.available2017-03-03T14:34:55Z-
dc.date.issued2017-03-03-
dc.date.accessioned2017-03-03T14:34:55Z-
dc.conference.date2017en
dc.conference.nameCreating Healthy Work Environments 2017en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionCreating Healthy Work Environments 2017: Best Practices in Clinical and Academic Settings. Held at the JW Marriott, Indianapolis, Indiana, USAen
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