Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study

Abstract

AIM The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers. BACKGROUND Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component. METHOD A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions. RESULTS Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support. CONCLUSION This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development.

Relationship among faculty fatigue, academic rank, and scholarship and service productivity

“…As suggested in several studies (Bittner & Bechtel, 2017; Bullin, 2018; Roughton, 2013; McPherson et al, 2021; Smeltzer et al, 2017), the development of a mentoring programme for novice faculty members by experienced faculty across all phases of the faculty role of teaching, service and scholarship will enhance collegial relationships across the university while improving teaching, service and scholarship productivity. This suggests that continuing education and mentoring activities related to scholarship skills should be important resources for faculty members especially early in their careers.…”

“…In addition to manuscript support, encouraging the development of collaborative work teams would enhance scholarship productivity (Thomas et al, 2019). Start‐up research funds or grant writing assistance may also enhance scholarship productivity (McPherson et al, 2021). To retain faculty members at retirement age and above, policies that support flexible scheduling and intergenerational teaching will support older faculty members remaining active by valuing and acknowledging their work and experience (Bittner & Bechtel, 2017).…”

“…‘The role function mode applies to both individuals and groups at all levels’ (Roy, 2011, p. 328). Nursing faculty members in junior ranks are still transitioning to the academic role or function (Logan et al, 2016; McPherson et al, 2021). Learning to balance the faculty role along with other life commitments is vitally important and illustrates Roy's model wherein a person adapts to the environment or situation and maladaptation can occur when stressors are too many or too severe.…”

The promotion of teaching and learning scholarship in undergraduate nursing non‐tenure line faculty: A success story

“…This expectation aligned with the Institute of Medicine report on Future of Nursing in 2010 that highlighted that nurses should achieve higher levels of education (Caputi, 2020; Daw et al., 2018). Having a clear expectation for faculty scholarship is a variable that influences scholarship (McPherson et al, 2021). I always desired to pursue a doctoral degree; however, it was never an expectation as a clinician.…”

“…Influential factors for success included mentoring, balancing roles, financial support, and administrative encouragement (Burton, 2020; Daw et al., 2018). The literature highlights that mentorship is an important factor for success that provides guidance and support (Hamlin, 2021; McPherson et al., 2021). Although balancing my roles of mother, wife, educator, scholar, nurse practitioner, and student presented challenging times, various mentors supported me with words of encouragement.…”