NURSE FACULTY INTERN PILOT STUDY

1. NURSE FACULTY INTERN PILOT STUDY Presented by: Linda L. Shanta, PhD, RN

2. Research Team • Linda Shanta, PhD, RN • Constance Kalanek, PhD, RN, FRE • Patricia Moulton, PhD

3. Partners in Research Funding • North Dakota Board of Nursing • National Council State Boards of Nursing

4. Project Partners • ND Board of Nursing • UND Center for Rural Health • College and Universities Nurse Administrators (CUNEA)

5. Problem • Nationwide shortage of nursing faculty (AACN, 2005; Arias, 2006; NLN, 2006) • Increased struggle to recruit and retain qualified faculty for all levels North Dakota nursing education programs • Inequity in regulation related to utilization of graduate teaching assistants

6. Purpose The Nurse Faculty Intern (NFI) Study will investigate the role development of nurse educators and expand the general knowledge about the mechanism in which nursing graduate students gain competencies related to teaching and learning through practical experience while working closely with seasoned mentors in their employing nursing education programs.

7. Literature Review • Nurse Faculty Shortage • Formal Education • Mentoring • Faculty Role Development

8. Formal Education Academic Consultant Orientation NURSE FACULTY INTERN Collegiality & Professional Socialization Faculty Mentor Faculty Role Development Student Satisfaction Nurse Faculty Career Satisfaction Program Retention of Qualified Faculty

9. Study Participants • Employing Nursing Program • Nurse Faculty Intern • Mentor • Academic Consultant

10. Current Status As of February 1, 2008 Pilot Study Implemented September 2006 • Total approved applications from date of inception: 57 • Current number of Individuals actively participating as of 2/1/08: 29 • Number of programs involved since inception: 10 • Number of programs currently actively involved: 7

11. NumberOf Participants Completing Or Withdrawing From Study • Total number completing or withdrawing: 18 • Current number completing with graduation: 5 • Number NFI’s retained in a faculty position following graduation within any nursing program: 3

12. Data Collection • Application • Years of nursing practice • Salary • Type of orientation • Focus Groups • Nurse Faculty Intern (NFI) • Mentors

13. Data Collection (cont.) • Faculty Needs Survey (Riner & Billings, 1999) pre-internship & post internship < 2 semesters • Part I- Reflects clinical expertise • Part II- Teaching, evaluation and curriculum • Part III- Technology for teaching (clinical and classroom) • Part IV- Faculty role development • Part V – Preferred methods for faculty development • Part VI – Demographic data

14. Data Collection (cont.) • Annual NFI Evaluation from Employing Program • Part I - employers evaluation • Part II - summary of student evaluations • Satisfaction Surveys for those who have completed or withdrawn from study

15. NFI Descriptives • Salary: $26.76/hour Range: $19.30 – $41.40 • Years of Nursing Experience: 10.17 years Range: 2-40 years • Number of years teaching nursing: .99 years Range: 0-6 years • Number of years expecting to teach nursing: 7.20 years Range: 0-30 years • Female- 75% • Teaching in an urban area in ND: 67%

16. NFI Learning Resource Preferences

17. Overall Faculty Development Needs NFI and Mentor at Pre-test

18. Greatest Developmental Needs NFI Mentor • Teaching, Evaluation and Curriculum work (mean 2.94) • Role Development (2.79) • Learning Resources and Technology (2.44) • Teaching in Changing Environment (2.40) • Teaching, Evaluation and Curriculum work (mean 3.05) • Role Development (2.96) • Learning Resources and Technology (2.69) • Teaching in Changing Environment (1.75)

19. NFI Faculty Development Needs by Enrolled Graduate Program

20. Greatest Developmental Needs NFI Enrolled in Nursing Education Graduate Program NFI Enrolled in advanced practice graduate program • Teaching, Evaluation and Curriculum work (mean 2.93) • Role Development (2.74) • Learning Resources and Technology (2.61) • Teaching in Changing Environment (2.33) • Teaching, Evaluation and Curriculum work (mean 3.09) • Role Development (2.83) • Learning Resources and Technology (2.36) • Teaching in Changing Environment (2.55)

21. NFI Faculty Development Needs by Nursing Experience

22. Top Five Faculty Development NeedsTeaching in a Changing Health Care Environment NFI Mentor • Cost containment/economics of health care • Patient information systems • Managed care. • Caring for the community’s health. • Nursing outcome classification systems. • Community-based nursing. • Caring for the community’s health. • Cultural Diversity. • Managed Care. • Nursing outcome classification systems / Access to care (tie).

23. Top Five Faculty Development NeedsTeaching, Evaluation and Curriculum Work NFI MENtor • Writing NCLEX style test items • Developing educational mobility statements • Designing curricula • Interpreting test item analysis • Basing teaching on teaching-learning theories • Designing curricula • Developing educational mobility statements • Writing NCLEX style test items • Writing program level and course objectives… & outcomes • Using portfolios to teach and evaluate

24. Top Five Faculty Development NeedsLearning Resources and Information Technology NFI • Evaluating instructional software • Teaching using interactive television (video conferencing) • Demonstrating strategies for successful technology implementation • Using simulations that provide experience in critical thinking and problem solving • Integrating instructional technology into curricula Mentor • Evaluating instructional software • Teaching using interactive television (video conferencing) • Demonstrating strategies for successful technology implementation • Integrating instructional technology into curricula • Using computer conferencing

25. Top Five Faculty Development NeedsFaculty Role Development NFI • Writing for publication • Using a portfolio to document teaching • Preparing for promotion and tenure • Understanding faculty rights, responsibilities and academic freedom • Advancing nursing science through research Mentor • Preparing for promotion and tenure • Writing for a publication • Using a portfolio to document teaching • Understanding how what is taught fits in the overall curriculum • Understanding faculty rights, responsibilities and academic freedom

26. Focus Group Schemes NFI Mentors • Preparation for Faculty Role • Relationships • Disconnected or Disenfranchised • NFI Preparation • Mentor Preparation • Relationship • Positive Outcomes • Disconnected • Workload

27. Formal Academic Preparation for Faculty Role Graduate Education “Teaching is an area of expertise all on its own, but I think it doesn’t really matter how expert you are in your area if you don’t know how to get it across to somebody else”(NFI Focus Group) “ …it just made me realize a master’s just doesn’t cut it anymore, you know they’re coming in and there going for their higher education and I feel that pressure is that a master’s ten years ago was really something and now it’s like you need to go on beyond ... To me it made me realize that my education is somewhat limited, but I see that as a very healthy challenge” (Mentor Focus Group)

28. Orientation to Program NFI Program Reported Orientation • Needed more orientation that is more than keys, forms and schedules • Need to know the inside information, the unwritten rules • Whole different Language • “You are told to go to the ABC and you don’t know what that is…” • Orientation to Program most often included • Course Assignment • Policies & Procedure • Orientation to College • Teaching/Learning • Student evaluations • Clinical teaching

29. NFI-Mentor Relationship Nurse faculty intern mentor • Collegiality/Collaboration • Support for problem solving • Allowed NFI to use ideas • Role model • Positive Relationship with Mentor • Specific feedback • Helped develop a s a faculty member • “Excellent mentor, just absolutely excellent…couldn’t have asked for more.” • Collegiality /Collaboration • Mutual Support • Teamwork • Diversity inspires discussion • Positive Relationship with NFI • One-to-one relationship • Previous relationship • Experience surpassed expectations

30. Challenges to NFI-Mentor Relationship NFI Mentor • Mentor not available • Lack of feedback from mentor • Mentor provided very little benefit • Different personalities • Autonomy vs. lack of support • Lack of NFI response

31. Professional Socialization Mentor Learned from NFI “ I slowed down I always have an agenda. And I go into the class with that agenda and I realized that she focused more individually on the students and picked up the tone of the class and I do that, but I do that at periodic stop outs…she does it more individually with the relationships with the students....I just slowed down and focused more on the students. I think that is really what I capitalized on from her”.

32. Professional Socialization Nurse Faculty Intern • Helped define interest in education • Need more than orientation to feel embraced by an organization – Need “inside information” • Insecure about future employment opportunities • Longevity not expected of GTAs • Not automatically invited to be faculty

33. Role • Difference in role of NFI for different programs • Some are independent and some have intense supervision • NFI straddled the role between faculty and student: • NFI want students to see them as: • part of the team • a facilitator of education, not as the enemy • Mentors viewed this “straddle” role of NFI as positive

34. Satisfaction NFI • Excellent mentor • Enjoyed Teaching • Enjoyed working with students Mentor • Validated the scope of own knowledge • Positive relationship with NFI • Positive changes/outcomes in program

35. Student Satisfaction Related to four components of Nurse Faculty Intern performance/abilities : ____________________________________________ • Ability for clinical instruction • Level of clinical knowledge • Availability as a role model/advocate for students • Ability for classroom instruction

36. Dissatisfaction NFI Mentor • Lack of information about Pilot Study • Lack of clarity in faculty role/poor orientation • Lack of support/encouragement/ information • Pay and workload • Workload • Lack of time to meet with NFI • Lack of Institutional Support/Recognition o • Lack of Preparation for Mentoring • Role conflict

37. Challenges • Turnover of participants • Lack of involvement of Academic Consultants • Research team time intensive for survey response and follow-up • Appearance of diminished commitment to the Pilot Study by some of the nursing programs once the Board approved the NFI participants

38. Where do we go now ?

39. Thank You • National Council State Board of Nursing • North Dakota Board of Nursing

40. QUESTIONS