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

APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 1

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

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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

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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

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 2

DNP And PhD/DNS Numbers 20014 to 2013

DNP 2004 70 enrolled 2013 14,699 enrolled 2,443 graduated PHD/DNS 2004 3,439 enrolled 412 graduated 2013 5,124 enrolled 626 graduated

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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

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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

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 3

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

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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

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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

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 4

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)

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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

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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

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 5

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

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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?

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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

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 6

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

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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

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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‐

• nly/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.

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APNA 30th Annual Conference Session 3034: October 21, 2016 Masters 7

Service

• Easy to over commit
• Departmental
• University
• Low level until tenured
• Professional
• Community
• Doesn’t “count” (unless functioning in role)

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References

Anderson, J. K. (2009). The work‐role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), 203‐208. American Association of Colleges of Nursing. (2015, March 16). Nursing faculty shortage. Retrieved from http://www.aacn.nche.edu/media‐relations/fact‐sheets/nursing‐faculty‐shortage American Association of Colleges of Nursing. (2015, August). The Doctor of Nursing Practice: Current issues and clarifying recommendations. Retrieved from http://www.aacn.nche.edu/aacn‐publications/white‐papers/DNP‐Implementation‐TF‐Report‐8‐15.pdf Bain, K. (2004). What the best college teachers do. Harvard University Press: Cambridge, MA. Boss, J. M., & Eckert, S. H. (2004, December 10). Academic scientists at work: The job talk. Science. Retrieved from http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2004_12_10/nodoi.13750572757790 073483 Dimitrov, N. (n.d.). The academic job interview: Frequently asked questions in academic job interviews. Retrieved from http://www.uco.edu/academic‐affairs/cettl/cettl‐files/academic‐job‐int‐faq.pdf Eadie, J. (2012). Perfecting the job talk. Retrieved from http://iccweb.ucdavis.edu/graduates/PerfectJobTalk.htm Ezell, H. K. (2002). Interviewing for a faculty position. Retrieved from www.asha.org/academic/career‐ladder/chap3 Johnson, M. D. (2004, October 14). The academic job interview revisited. Retrieved from http://chronicle.com/article/The‐Academic‐Job‐Interview/44607 Kirschling, J. (2014). 2014 data on doctoral education programs. AACN. Retrieved from http://www.aacn.nche.edu/dnp‐ home Robert Wood Johnson Foundation. (2013, September 9). Wanted: Young nurse faculty. Retrieved from (http://www.rwjf.org/en/library/articles‐and‐news/2013/09/wanted‐‐young‐nurse‐faculty.html)

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