External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar

Jayne Jennings Dunlap; Tracy L. Brewer; Rosalie O. Mainous

doi:10.1097/NNE.0000000000001409

External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar

Jayne Jennings Dunlap, Tracy L. Brewer, Rosalie O. Mainous

College of Nursing

Research output: Contribution to journal › Article › peer-review

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
Pages (from-to)	240-246
Number of pages	7
Journal	Nurse Educator
Volume	48
Issue number	5
DOIs	https://doi.org/10.1097/NNE.0000000000001409
State	Published - Sep 1 2023

Bibliographical note

Funding Information:
A primary goal of the mentorship program was for the mentee to expand EBP and QI knowledge and expertise to enrich practice scholarship and student role modeling. This primary goal was met through award of the funded DNP postdoctoral fellowship in EBP. In addition, the mentee was one of the first 100 health care professionals to become certified in evidence-based practice (EBP-C) with guidance from the mentor. The mentee also successfully applied for early promotion in rank and became the first DNP-prepared faculty to receive a college-wide nursing excellence in scholarship award. The mentor-mentee submitted 3 coauthored manuscripts for publication (2 accepted and 1 under review) and copresented a podium presentation at a national doctoral education conference. Immediately following the mentorship, with authorship and process support from the mentee, the mentee's DNP student project was accepted for publication.

Publisher Copyright:
© 2023 Lippincott Williams and Wilkins. All rights reserved.

Keywords

faculty
mentorship
nurse
practice
scholarship

ASJC Scopus subject areas

Nursing (all)
Education
Fundamentals and skills
LPN and LVN

Access to Document

10.1097/NNE.0000000000001409

Cite this

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title = "External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar",

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.",

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N2 - 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.

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External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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