Tenure2.1

PowerPoint Presentation: 

Promotion and tenure for DNP faculty By: Juana Williams Valparaiso University

Objectives:: 

Objectives: Know the differences between research-focused (PhD) and practice-focused (DNP) doctoral education Identify the benefits of research-focused and practice-focused doctoral programs Examine the relationships between research-focused (PhD) and practice-focused (DNP) doctoral education Examine and discuss the issues and guidelines affecting promotion and tenure

History of Doctoral Education: 

History of Doctoral Education Research-Focused Programs Academic Doctorate – PhD Professional Doctorate – DNS, DNSc , or DSN Practice-Focused Doctor of Nursing (ND): Case Western Reserve University (1979), Rush University, University of South Carolina, Univ. of Colorado Doctor of Nursing Practice ( DrNP ): Columbia University, NY Doctorate of Nursing Practice (DNP): 2001 University of Kentucky opens first DNP program > 120 other programs in existence today Clinical Doctorate (accredited by NLNAC) (Chism, 2010)

Doctor of Philosophy in Nursing (PhD) or of Nursing Practice : 

Doctor of Philosophy in Nursing (PhD) or of Nursing Practice Research- based degree Preparation for research * No Pedagogy training Purpose: generate knew knowledge Theory construction Commitment to research Dissertation Historical Terminal degree cored in: Theory Science Research Leadership Experience Research funding acquisition Resources Mentorship Access to research settings/ technology/ funding ( AACN, 2006)

Drivers of Change : 

Drivers of Change The Institute of Medicine (IOM) Reports (IOM, 2003 ) Hallmark Reports “To Err is Human: Building a Safer Health System” (IOM, 1999) “ Crossing the Quality Chasm” (IOM, 2001) “Health Professions Education. A Bridge to Quality”, (2003 ) Calls for change: IOM calls for dramatic restructuring of all health professionals’ education Recommendations: healthcare that is safe, effective, client-centered, timely, efficient, and equitable Pew Health Professions “Recreating Health Professional Practice for a New Century. The Fourth Report of the Pew Health Professions Commission”, ( 1998) Joint Commission “ Health Care at the Crossroads” (2002) National Academy of Sciences Report, 2005 Further….“ the need for doctorally prepared practitioners and clinical faculty would be met if nursing could develop a new non-research clinical doctorate, similar to the M.D. and Pharm. D. in medicine and pharmacy, respectively.” (AACN, 2004 & AACN, 2006)

Doctor of Nursing Practice (DNP): 

Doctor of Nursing Practice (DNP ) Practice- based degree Preparation for clinical practice, administration, public policy roles Practice focused AACN does not consider it to be research focused Requires licensure by appropriate accrediting body (AACN) No Pedagogy training Purpose: New Terminal practice degree Intended to replace the master’s degree P reparation for entry into advanced nursing practice Emphasis on Practice Excellence Integrative practice experiences Intense practice immersion experiences Commitment to practice application of research DNP project “Capstone Project” (Terry, 2012)

Doctor of Nursing Practice (DNP): 

Doctor of Nursing Practice (DNP) NEW Terminal practice degree cored in: Theory Science Research Leadership Experience Clinical Professional Systems Health policy Resources Mentorship ( Limited: in terms of funding acquisition, access to research settings/ technology) ( Spross & Hanson, 2009)

Evolving Trends: 

Evolving Trends Knowledge revolution Expansion of Clinical Knowledge Advances in technology commanding specialized knowledge & skill Increased complexity of care Increased educational expectations for healthcare professionals National & Institutional concern Emphasis on quality of care Competitive marketplace/institutional shifts Emphasis on patient safety Education Paradigm change Faculty Shortage Nursing Shortage ( Wittmann -Price, Waite, & Woda , 2011)

Statistics: 

Statistics Fall 2009: Graduate Students Enrollment in Nursing Programs 9,342 Graduate students pursuing a doctorate degree 4,177 Research focused track (PhD) 5,165 Practice-focused track (DNP ) Aug. 2008- July 2009: Graduations 1,227 Graduates from Research-focused and Practice-focused track 567 Research-focused 660 Practice-focused Students Turned Away 1,044 Qualified graduate applicants turned away Primarily due to shortage of faculty insufficient clinical sites resource constraints (AACN, 2009)

Statistics: 

Statistics Doctoral Education Statistics for 2009 20 % increase in enrollment in doctoral nursing programs -Growth in DNP programs According to the AACN there are 153 DNP programs in 37 States plus the District of Columbia . - Growth in PhD Programs (PhD, DNS) Despite the concern about the growth in DNP programs diminishing interest in the PhD, AACN data shows that both the number of PhD programs and students enrolling in these programs are rising. In 2009 there was a 5.1% increase PhD programs. - 201 students Average age of doctorally prepared faculty by rank: Professors (60.5 yrs.) Associate Professors (57.1 yrs.) Assistant Professors (51.5 yrs.) (AACN, 2009)

Tenure and Promotion Controversy: 

Tenure and Promotion Controversy Tenure History Origins Academic Freedom Tenure Tenure Entitlements Job security Paid sabbatical Raises Recognition Eligibility and Criteria are Institutional based Issues: Tenure for DNPs Entry into academia: DNPs lagging behind Lack of support for the role of the DNP prepared nurse as educator ( AACN/ CCNE) Does not recognize the DNP programs that formally prepare the DNP- prepared nurse for the educator role as part of the standard. National League of Nursing/ National League for Nursing Accrediting Commission (NLN/ NLNAC) has no prohibitions ( Wittmann -Price et al., 2011; Hathaway et al., 2006)

Tenure and Promotion Controversy: 

Tenure and Promotion Controversy Criteria for promotion and tenure Primarily institutional decisions (Chism, 2011 ) Doctorate degree Full time status Common Promotion and Tenure Guidelines American Association of (American Association of University Professors, 2011 ) Teaching Excellence Scholarly productivity Service Collegiality It is common to have policies that enable those with professional doctorates to attain tenure (Chism, 2011)

Tenure and Promotion Controversy: 

Tenure and Promotion Controversy Tenure Alternate Clinical title series Requirements for tenure may be bases more on clinical practice or teaching excellence Special title series Consensus Appropriate Criteria for evaluation of DNP Teaching Aptitude Scholarly contributions Emphasis Professional practice is of value Research and Clinical partnerships should be encourage (Chism, 2010)

Pedagogical Education : 

Pedagogical Education Coursework should include : Educational Philosophies Teaching/ Learning theory Curriculum development Instructional design and methodologies Technological utilization in education Nurse education’s role of scholarship, discovery, teaching, and integration; and Evaluation Methods ( Wittmann -Price et al., 2011)

References: 

References American Association of Collages of Nursing (2004). AACN position statement on the practice doctorate in nursing . Washington . D.C.: Author. Retrieved from AACN website: http ://www.aacn.nche.edu/publications/position/DNPpositionstatement.pdf American Association of Colleges of Nursing (2006). The essentials of doctoral education for advanced nursing practice . Washington , D.C.: Author . Retrieved from AACN website: http ://www.aacn.nche.edu/publications/position/DNPEssentials.pdf American Association of Colleges of Nursing. (2009). Annual report: Advancing higher education in nursing. Retrieved from AACN website: http ://www.aacn.nche.edu/Media/pdf/AnnualReport09.pdf American Association of Colleges of Nursing. (2011). Fact sheet: The doctor of nursing practice (DNP). Washington , D.C.: Author. Retrieved from AACN website: http :// www.aacn.nche.edu/media- relations/fact-sheets/ dnp American Association of Colleges of Nursing (2011). Nursing Faculty Shortage . Retrieved from AACN website: http ://www.aacn.nche.edu/media-relations/fact-sheets/nursing-faculty-shortage American Association of University Professors (2011). On collegiality as a criterion for faculty evaluation. Retrieved from AACN website: http://www.aaup.org/AAUP/pubsres/policydocs/contents/collegiality.htm#1 Barron , A. & White, P.A. (2009). Consultation . In A. B. Hamric, J. A. Spross , & C. M. Hanson (Eds.). Advanced practice nursing: An integrative approach (4th ed., pp. 191-216). St. Louis, MO: Saunders. Chism , L. A. (2010). The DNP Graduate as educator. In K. M. Butler (Ed .). The doctor of nursing practice (pp. 169-193 ). Sudbury, MA: Jones and Bartlett Publishers.

References: 

References Hathaway , D., Jacob, S., Stegbauer , C., Thompson, C., & Graff, C (2006). The practice doctorate: Perspectives of early adopters. Journal of Nursing Education, 45 (12), 487-496. Institute of Medicine. (1999). To Err is human: Building a safer health system . Washington, D.C.: National Academy Press . Retrieved from Institute of Medicine website: http ://iom.edu/~/ media/Files/Report%20Files/1999/To-Err-is- Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington , D.C .: National Academy Press. Retrieved from Institute of Medicine website: http ://iom.edu/~/ media/Files/Report%20Files/2001/Crossing-the-Quality- Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf Institute of Medicine. (2003). Health professions education: A bridge to quality . Washington , D.C.: The National Academies Press. Retrieved from Institute of Medicine website: http ://www.iom.edu/Reports/2003/Health-Professions-Education-A-Bridge-to-Quality.aspx Nursing PhD.org (2011). Nursing faculty shortage: Adding to the U.S. Nursing Shortage. Retrieved from Nursing PhD.org website: http ://www.nursingphd.org/articles/shortage.php Spross , J. A., & Hanson, C. M. (2009). Clinical, professional, and systems leadership (Eds .), In A. B. Hamric, J. A. Spross , & C. M. Hanson (Eds.). Advanced practice nursing: An integrative approach (4th ed., pp. 283-314). St. Louis , MO: Saunders. Terry , A. J. (2012). Clinical research for the doctor of nursing practice . Sudbury, MA : Jones & Bartlett Learning. Wittmann -Price , R., Waite, R., & Woda , D. H. (2011). Role of the educator . In H. M. Dreher & M. E. Smith Glasgow (Eds.), Role development for doctoral nursing practice (pp. 161-176). New York, NY: Springer Publishing Company.