The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, research- related, and evidence-based nursing materials. Take credit for all your work, not just books and journal articles. To learn more, visit www.nursingrepository.org Item type Presentation Format Text-based Document Title Nurse Faculty Leadership Academy Sustainable Advancements in Nursing Education - Part 2: Leadership Mentoring, Outcomes & Impact Authors Cleeter, Deborah F.; Gary, Jodie C.; Slater, Larry Z.; Hart, Carolyn; Michael, Jackie L.; Patterson, Barbara J. Downloaded 31-May-2018 07:46:54 Link to item http://hdl.handle.net/10755/622253
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
The Henderson Repository is a free resource of the HonorSociety of Nursing, Sigma Theta Tau International. It isdedicated to the dissemination of nursing research, research-related, and evidence-based nursing materials. Take credit for allyour work, not just books and journal articles. To learn more,visit www.nursingrepository.org
Item type Presentation
Format Text-based Document
Title Nurse Faculty Leadership Academy SustainableAdvancements in Nursing Education - Part 2: LeadershipMentoring, Outcomes & Impact
Authors Cleeter, Deborah F.; Gary, Jodie C.; Slater, Larry Z.; Hart,Carolyn; Michael, Jackie L.; Patterson, Barbara J.
Downloaded 31-May-2018 07:46:54
Link to item http://hdl.handle.net/10755/622253
2
Deborah Cleeter, MSN, EdD, RN
Jodie Gary, PhD, RN
Larry Slater, PhD, RN-BC, CNE
Carolyn Hart, PhD, RN, CNE
Jackie L. Michael PhD, RN, APRN, WHNP-BC
Barbara Patterson, PhD, RN, ANEF
3
Describe the three domains upon which the NFLA curriculum is founded
Identify specific outcomes resulting from the NFLA intentional relationships: Scholar, Leadership Mentor, and Faculty Advisor
Objectives
4
Expanding Scope of Influence:
Organization, Community, &
Profession
5
Expanding Scope of Influence
Organization
Community
Profession.
.
.
.
.
6
Gap Analysis
Sphere of Influence
Community
Profession
Institution
INTENTIONAL REFLECTION
NFLA Process
Triad Mentoring
Cohort
Processes
What is the Role of NFLA?
What is the Triad Relationship?
How do cohorts relate?
8
Outcomes
.
.
.
.
.
.
Associate Professor Chair, Division of
Nursing and Health Sciences
Pre-Licensure BSN, LPN-BSN, RN-BSN,
RN-MSN, MSN
MHA, MBA, Health Sciences
Community Change Agent
.
9
Mentoring Role Impact
10
Impact of Mentor role
11
Personal stories re:
Professional relationships
Networking and Beyond
Scopes of influence:
○ Organization
○ Community
○ Professional
Triad promotes and supports expansion of scholar’s influence
Creating and Cultivating high performing
Environments in Academe
12
Synergy between mentor and mentee:
Mentee reported “support from mentor was valuable learning to navigate the university system and committee activities. Professional visibility and engagement in curricular committees was very helpful and created opportunities to serve in new position and gain credibility amongst peers and administration in the college of nursing. Constructive feedback, open communication in trusted environment along with collaboration strengthened the relationship.” Jenifer Yeager, 2015
Maintaining Dynamic Lifelong Relationships
and Circles of Influence
INTENTIONAL REFLECTION
NFLA Process
Triad Mentoring
Cohort
Processes
What is the Role of NFLA?
What is the Triad Relationship?
How do cohorts relate?
14
Outcomes
.
.
.
.
.
.
Associate Professor Chair, Division of
Nursing and Health Sciences
Pre-Licensure BSN, LPN-BSN, RN-BSN,
RN-MSN, MSN
MHA, MBA, Health Sciences
Community Change Agent
.
15
Fox, L. (2012). A personalized faculty peer support program:
Less can be more. Journal of Faculty Development, 26(2),
55–61.
Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in
higher education should be the norm to assure success:
Lessons learned from the faculty mentoring program, West
Chester University, 2008–2011.
References
16
NFLA Impact
on the
Future of Nursing Education
17
External Drivers
Costs of education (it is a business)
Technology
Resource allocation
Regulatory issues
Drivers Impacting the Future of
Nursing Education
18
External Drivers
Shifts in delivery of healthcare (primary health care)
Patient care outcomes
Global health
Health inequities
Drivers Impacting the Future of
Nursing Education
19
Internal Drivers
Knowledge (or evidence)
Risk aversion
Role and role preparation (nurse and faculty roles)
Maintaining a nursing identity
Drivers Impacting the Future of
Nursing Education
20
Individual Leadership Development
Advancing Nursing Education through leading a team
project
Expanding scope of influence
Organization
Community
Profession
NFLA Scholar Influence on the Future
of Nursing Education
21
Self-confidence & Self-awareness
Reflection
Developing leadership voice
Advancing Nursing Education through Leading
a Team Project
Stakeholder analysis
Sustainability of projects
Cost analysis
Individual Leadership Development
22
Envisioning a leadership future
Taking a seat at the table
Expanded network
Policy impact
Expanding Scope of Influence:
Organization, Community, Profession
23
…if we don’t begin to slay some of our sacred
cows in nursing education, think differently and be
willing to take some calculated risks some other
role will evolve and nurses will not be a meaningful
part of the primary care health model…
(Broome, 2017, p. 2)
24
What questions do you have ?
Related Documents
