Other Titles
Special Session
Abstract
Session presented on Tuesday, November 10, 2015:
This session is being offered to those individuals who are interested in pursuing a teaching position in nursing and want to know about the faculty role in higher education. We will review the concepts of working in academia to include the major areas required: teaching, research, and service. If an attendee is looking for a position as a new faculty or moving from the community college level to the research university focus, this session will focus on the expectations of a new and established faculty member in this endeavor from the perspective of the department/school of nursing to the university level. A trend in nursing education is to recruit faculty in clinical practice to teach at all levels to include baccalaureate, masters, and doctorate. Faculty coming from the clinical areas have strong skills in bedside nursing to independent clinical practice, and nurse executive leadership or researcher roles. Blending these strong skills to fit into the academic setting requires additional skill acquisition, mentorship of other nurse educators, and education preparation. Nurse educators in academia bring skills to the university setting in their own departments and to the university through committee work, leadership, and working with others through interprofessional collaboration activities. Academic nursing practice is broken down into three areas: teaching, research, and service. Teaching is one of the major areas of focus in academia where faculty are engaged in evidence-based delivery of teaching concepts and theory to students at every level. Depending on the setting, teaching may be the main focus of the role of a faculty member or secondary to research. In the area of nursing research, those interested in this area develop their own focus of research supported by grant funding, either internally or externally. Faculty who pursue this area will devote great time to the research process. Service is also an important piece of the academic role. Service may include the faculty clinical practice to maintain licensure and clinical proficiency, participation in committee work, or service to the community. This session will highlight how the role fits from the micro level within the School of Nursing to the macro level of the University.
Sigma Membership
Unknown
Lead Author Affiliation
University of Nevada, Las Vegas, Las Vegas, Nevada, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Academia, Teacher-Scholar, Nurse-Educator
Recommended Citation
VanBeuge, Susan S., "Preparing future nurses for practice: Becoming a teacher-scholar" (2016). Convention. 406.
https://www.sigmarepository.org/convention/2015/presentations_2015/406
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Preparing future nurses for practice: Becoming a teacher-scholar
Las Vegas, Nevada, USA
Session presented on Tuesday, November 10, 2015:
This session is being offered to those individuals who are interested in pursuing a teaching position in nursing and want to know about the faculty role in higher education. We will review the concepts of working in academia to include the major areas required: teaching, research, and service. If an attendee is looking for a position as a new faculty or moving from the community college level to the research university focus, this session will focus on the expectations of a new and established faculty member in this endeavor from the perspective of the department/school of nursing to the university level. A trend in nursing education is to recruit faculty in clinical practice to teach at all levels to include baccalaureate, masters, and doctorate. Faculty coming from the clinical areas have strong skills in bedside nursing to independent clinical practice, and nurse executive leadership or researcher roles. Blending these strong skills to fit into the academic setting requires additional skill acquisition, mentorship of other nurse educators, and education preparation. Nurse educators in academia bring skills to the university setting in their own departments and to the university through committee work, leadership, and working with others through interprofessional collaboration activities. Academic nursing practice is broken down into three areas: teaching, research, and service. Teaching is one of the major areas of focus in academia where faculty are engaged in evidence-based delivery of teaching concepts and theory to students at every level. Depending on the setting, teaching may be the main focus of the role of a faculty member or secondary to research. In the area of nursing research, those interested in this area develop their own focus of research supported by grant funding, either internally or externally. Faculty who pursue this area will devote great time to the research process. Service is also an important piece of the academic role. Service may include the faculty clinical practice to maintain licensure and clinical proficiency, participation in committee work, or service to the community. This session will highlight how the role fits from the micro level within the School of Nursing to the macro level of the University.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.