Transitioning to Teach: Helping Clinicians and Administrators Enter - PDF document

APNA 30th Annual Conference Session 3034: October 21, 2016 Transitioning to Teach: Helping Clinicians and Administrators Enter Academia JOAN C. MASTERS, EDD, MBA, APRN, PMHNP ‐ BC PROFESSOR OF NURSING BELLARMINE UNIVERSITY LOUISVILLE, KY JMASTERS@BELLARMINE.EDU THE THE SP SPEAKER HAS HAS NO NO CO CONF NFLICT CTS OF OF IN INTEREST TO TO DI DISCLOSE SE 1 Learning Outcomes At the completion of this presentation participants will be able to:  Discuss how to address the issue of non ‐ traditional (DNP) educational preparation for the faculty role  Create a dynamic job talk and teaching presentation  Describe how to avoid common pitfalls in the academic hiring process 2 The Coming Faculty Shortage Tsunami  1,236 vacancies in 714 schools  Average ages of doctorally ‐ prepared faculty  professor: 61.6, associate: 57.6, assistant: 51.4 years  Faculty retirement age: 62  57.9% schools FT vacancies  2014, 70K BSN and grad students not admitted BC too few faculty (and clinical sites, classroom space, preceptors, budget)  Of these, vacancy rate: 9.7%  Most positions required a doctoral degree  Most for BSN (33.5%); BSN/MSN (19%), BSN to Doctoral (19.9%) positions  Barriers: Lack of funds/commitment, competition, few qualified applicants  Other issues: Scarce specialty (psych is one), religious affiliation, rural location, faculty unwilling to teach clinical, do research, faculty workload  AACN, 2015 3 Masters 1

APNA 30th Annual Conference Session 3034: October 21, 2016 DNP And PhD/DNS Numbers 20014 to 2013 DNP PHD/DNS 2004 2004 70 enrolled 3,439 enrolled 412 graduated 2013 2013 14,699 enrolled 5,124 enrolled 2,443 graduated 626 graduated 4 Why Would You Want to Teach?  Quality of life  Benefits  Tuition benefits  Culturally rich working environment  Work is interesting and important to the profession and society  Smart colleagues  On the other hand . . . .  Demanding students  Salaries usually lag behind practice  Teaching nursing is not a job in nursing but a career change from nursing 5 Expectations of Faculty 1. Teaching 2. Scholarship/Research 3. Service ◦ Departmental ◦ University ◦ Professional ◦ Community In this order in SLAC But 2, 1, 3 in R1, R2, R3 6 Masters 2

APNA 30th Annual Conference Session 3034: October 21, 2016 The Job Process Eligible to teach but DNP does not prepare to teach ◦ Could be included in DNP course work ◦ Requires additional pedagogical and educator role preparation AACN, 2004, 2015  Rarely addressed in academic journals  Search process and expectations very different from clinical positions  Cover letter  CV (Curriculum vitae)  Comparison to résumé  Interview with Search Committee  The Job Talk & Teaching Demonstration  Follow ‐ up & accepting an offer 7 Cover Letter and CV  Distinct format CV: what you have done  Cover letter: Supplement CV by identifying future plans  Find out name and title of search committee chair; use  1 page, 3 ‐ 4 paragraphs  Para 1: How heard, what position, any connection  Para 2 (3) Address criteria. Effectiveness, not love  Para 3 (4) Capstone ages fast. What did you do with it?  ID course you might teach, potential colleagues  Last para: State what material you are including, request interview, thank them  Clean out e ‐ mail and voice ‐ mail in ‐ boxes  Address red flags in cover letter  Proofread 8 CV  No standard format, standard content  Use own name in header or footer & use page numbers  Keep credentials tidy  If using objectives they should be congruent with the position  Reverse chronological order  Start with education (college) or professional experience  Dates “buried” on right  Tailor CV to the position  Only applicable headings (e.g., Awards)  Nothing indicating demographic info beyond necessities  No “References upon request”  No CE 9 Masters 3

APNA 30th Annual Conference Session 3034: October 21, 2016 The Search Committee  3 ‐ 6 nursing faculty, usually 1 outside faculty  No administrators (Later)  Review and select top 3 ‐ 5 candidates to meet with  Not a social event  Chair/dean usually support SC recommendations  Next: Provost and president  Must ask questions  Slow process  May be asked for a teaching philosophy (1 page essay) 10 Preparation  Campus visit deciding factor  About fit as much as about qualifications  Bring CV, publications, course material if taught before  Do homework on people, curriculum, institution  Elevator speech and 5 minute version  Don’t talk badly about anyone  Dress up  Nail down the schedule  You are among introverts 11 The Job Talk: Scholarly Presentation  Every word, expression, gesture, article of clothing will be analyzed  Find out time allotted; allow for questions  Have a beginning , middle, and end  Who is the audience?  Early, water, review qualifications, how became interested in topic  No handouts  This is not a capstone presentation; edit down, no jargon  1 ‐ 3 key points; why work important and how connects to other issues  Be able to answer where going next  Do not let them derail you 12 Masters 4

APNA 30th Annual Conference Session 3034: October 21, 2016 The Job Talk: Teaching Presentation  Rehearse  Review the syllabus and assigned readings  Need to something innovative/creative  Show can engage students and make complex intelligible  Prioritize material  Do not go over time 13 Their Questions for You  Why teach? Why here?  What experience with non ‐ traditional, ESL, under ‐ prepared, working FT students?  Be familiar with Carnegie Report (Benner) and the IOM Reports  What experience with testing?  What expertise do you bring?  How does your practice or scholarship inform teaching?  How would you teach X? What assignments? What book(s)?  What would you teach if you could teach anything?  Are you willing to teach X? 14 Your Questions for Them  No questions ‐ risk appearing dull  Orientation program for new faculty?  Where is department headed?  What faculty development available?  What advising responsibilities? What support services for students?  What made you choose to work here over anyplace else?  What relationships like with other departments?  How are courses assigned? What are teaching needs?  Rank and tenure process? May not have but if they do, you want it  Thank you, express interest. Negotiation 15 Masters 5

APNA 30th Annual Conference Session 3034: October 21, 2016 Developing a Scholarship Agenda  Note practice is not an expectation  Need to make practice serve your scholarship agenda  How?  Capstone  Interesting and unusual cases  Lessons learned  Innovative ways of doing something  Clinical pearls  Collaboration: Work with students, preceptors, other professionals , allied staff  Trends in care  Quality improvement projects  Need more than one project in the pipe ‐ line 16 Writing It Up  Most difficult area for DNPs (and usually everyone else)  What counts?  Peer ‐ reviewed publication  ~Not letter ‐ to ‐ editor, book reviews, newsletters  May be a “toe in the water” but may detract from the trajectory  Presentations: Peer ‐ reviewed  Expense may decrease “worthiness”  Posters: Peer ‐ reviewed  Resources:  The Academic Ladder (www.academicladder.com)  NLN Scholarly Writing Retreat 17 Teaching Read classic books on teaching (e.g., What the best teachers do ) Stick with a small number of preps Consider team teaching Must master testing (minefield) ◦ NCSBN: $90 on ‐ line course ◦ Center for Teaching at Vanderbilt https://cft.vanderbilt.edu/guides ‐ sub ‐ pages/writing ‐ good ‐ multiple ‐ choice ‐ test ‐ questions/ AACN Faculty Development Conference ‐ Test Construction, 52 pp. PDF http://www.aacn.nche.edu/membership/members ‐ only/presentations/2009/09facdev/norris.pdf Masters, J.C. et al. (2001). Assessment of multiple ‐ choice questions in selected test banks accompanying text books used in nursing education. Journal of Nursing Education, 40 (1), 25 ‐ 32. 18 Masters 6