Abstract
Background: Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs. Problem: DNP-prepared faculty entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship. Approach: Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship. Outcomes: In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development. Conclusions: Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.
Original language | English |
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Pages (from-to) | 240-246 |
Number of pages | 7 |
Journal | Nurse Educator |
Volume | 48 |
Issue number | 5 |
DOIs | |
State | Published - Sep 1 2023 |
Bibliographical note
Publisher Copyright:© 2023 Lippincott Williams and Wilkins. All rights reserved.
Keywords
- faculty
- mentorship
- nurse
- practice
- scholarship
ASJC Scopus subject areas
- General Nursing
- Education
- Fundamentals and skills
- LPN and LVN