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Easing the Transition of Novice Faculty

Easing the Transition of Novice Faculty. Tamara Mohr Ferris state university. Goals & Objectives of Project. Goal #1: Use evidence-based outcomes to improve novice faculty experiences Design a survival guide based on evidence-based practices which improve novice faculty experiences

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Easing the Transition of Novice Faculty

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  1. Easing the Transition of Novice Faculty Tamara Mohr Ferris state university

  2. Goals & Objectives of Project • Goal #1: Use evidence-based outcomes to improve novice faculty experiences • Design a survival guide based on evidence-based practices which improve novice faculty experiences • Goal #2: Function as a change agent by determining needed areas of support for novice faculty transitions • Develop a questionnaire to be given to new faculty to gain insight into transition experiences • Identify areas needing improvement in assisting novice nurse faculty transitions ~ National League for Nursing (2005)

  3. Need for New Faculty • Nursing shortage today reaching crisis levels • Retirement of current nurses • AACN: number of nurses needed by 2020… • One of the main reasons for nursing shortage – lack of nurse educators • 2012 AACN study • Need more than increase in numbers only • Intent to stay

  4. Theoretical Framework • Benner’s Novice to Expert: • Five levels • Can be applied to nurses transitioning to education • Nurses moving from area of expertise to new area become novices again • Experience tension & anxiety during transition • Cangelosi, Crocker & Sorrell (2009) study: • Written narratives • Recurring theme: phenomenon of learning to teach • Fear, apprehension, frustration • Right questions • Lack of quality mentoring/guidance Teaching is not a natural by-product of being a clinical expert; it requires it’s own skill set! - Cangelosi, Crocker & Sorrell (2009)

  5. Theoretical Framework • Lewin’s Change Theory • Stage 1: Unfreezing • Prepare ourselves/others for change • Stage 2: Change / Transition • Change not an event but a process • Inner movement in reaction to change • Support important during this phase • Stage 3: Freezing (Refreezing) • Establish stability after changes made • Changes become the new norm • Connelly (2013)

  6. Theoretical Framework • Transformational Change • Poutiatine (2009) • Myth of control • Critical reflection • Rational about obvious/known consequences • Emotional implications • Emotional intelligence ~ Success depends on support from trusted allies ~

  7. Common Transition Experiences from the Literature Anderson (2009) Duphily (2011) Sitting on the shore Splashing in the shallows Drowning Treading water Beginning strokes Throughout the waters Dancing as fast as I can Importance of the team: need for support From expert clinician to novice academic: role transition Meeting student needs: balance in faculty-student relationships A love of teaching: desire to continue

  8. Common Transition Experiences from the Literature McDonald (2010) Felder & Brent (2012) • Learning curve • Knowledge deficit: • Academia has own “language” • Technologies • Culture & support • Fitting in to a new culture • Mentoring • Camaraderie • Advantages / disadvantages of faculty role ~“This is the hardest job you’ll ever love” ~ Not enough time Inadequate feedback & recognition Unrealistic expectations Lack of collegiality Integrating work & personal life

  9. Remember… • “People are not born knowing how to be educators” • 95% of new professors take 4-5 years to reach full effectiveness • 5% are quick starters – 1-2 years to reach effectiveness • Low productivity in research & ineffective teaching are costly – these are teachable skills (Felder & Brent, 2012); (Brent & Felder, 1998)

  10. COMMON MISTAKES OF NEW TENURE-TRACK FACULTY • Mistake #1: Proposal and paper writing high verbal priority but spending little time on them • Consequences • Success Strategies • Mistake #2: Over preparing for classes • Consequences • Success Strategies • Mistake #3: Working non-stop and alone • Consequences • Success Strategies • Mistake #4: Working without clear goals • Consequences • Success Strategies • (Felder & Brent, 2012)

  11. Survey Results What experiences, advice & information were most helpful in adjusting to KCON role? What would you like to have done or known about sooner? What was most helpful in your transition? Was there a person/group of individuals who helped you in your transition? How did they help? Going back to first start in academia, what have you found most surprising? What advice would you give a nurse considering entering academia?

  12. Successful orientation programs not short-term • Should be oriented to both the college and nursing dept • Need support in instructional processes and overview of available resources • Promotion of relationships • Atmosphere conducive to asking questions/sharing concerns How to increase retention of new faculty Strong orientation programs and mentoring have been shown to increase retention rates

  13. Successful mentoring has profound effect on retention of new staff • Mentor –protégé relationship • Common traits of successful mentors: • Enthusiasm for teaching • Professionalism • Expertise (academic & clinical) • Approachable/accessible • Non-judgmental • Intuitive • Empathetic How to increase retention of new faculty Strong orientation programs and mentoring have been shown to increase retention rates Slimmer (2012)

  14. Communicate expectations for performance • Give feedback on progress, especially in weak areas • Create flexible timelines for tenure • Encourage mentoring by senior faculty • Make needed information available & easy to find • Level the field & deal equitably with all faculty How to increase retention of new faculty How to support early-career faculty (Felder & Brent, 2012)

  15. FTLC • New faculty folder • Mentoring • Workshops KCON What resources does KCON offer to ease transition of new faculty members?

  16. Remember, you are great • Don’t have to be superman or superwoman tomorrow • Figure out what matters • Decide what doesn’t matter • Teaching matters • Make a plan • Think mentors, plural • Invite community • Don’t work on 15 things equally all at once • Have a life Top 10 Things New Faculty Would Like to Hear from Colleagues (Sorcinelli, 2004)

  17. References Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), 203-208. doi:10.3928/01484834-20090401-02 Baker, S. L. (2010). Nurse educator orientation: Professional development that promotes retention. Journal of Continuing Education in Nursing, 41(9), 413-417. doi:10.3928/00220124-20100503-02 Blauvelt, M. J., & Spath, M. L. (2008). Passing the torch: A faculty mentoring program at one school of nursing. Nursing Education Perspectives, 29(1), 29-33. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/18330419 Cangelosi, P. R., Crocker, S., & Sorrell, J. M. (2009). Expert to novice: Clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367-371. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19999938 Duphily, N. H. (2011). The experience of novice nurse faculty in an associate degree education program. Teaching & Learning in Nursing, 6(3), 124-130. doi:10.1016/j.teln.2011.01.002 Felder, R. M., & Brent, R. (2012). Helping new faculty get off to a good start. Retrieved from https://engineering.purdue.edu/Engr/AboutUs/Administration/AcademicAffairs/Teaching/NB-Mentoring.pdf Garbee, D., & Killacky, J. (2008). Factors influencing intent to stay in academia for nursing faculty in the southern United States of America. International Journal of Nursing Education Scholarship, 5(1), 1-15.

  18. References Grand Valley State University. (2011). What new faculty need to know. Retrieved from http://www.gvsu.edu/cms3/assets/B78A66C2-A774-13A2-78CDCF13A1345FC3/whatnewfacultyneedtoknow201011.pdf McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons learned. Journal of Nursing Education, 49(3), 126-131. doi:10.3928/01484834-20091022-02 National League for Nursing. (2005). The scope of practice for academic nurse educators. New York, NY: National League for Nursing Ortlieb, E. T., Biddix, J. P., & Doepker, G. M. (2010). A collaborative approach to higher education induction. Active Learning in Higher Education, 11(2), 109-118. doi:10.1177/1469787410365655 Poutiatine, M. I. (2009). What is transformation: Nine principles toward an understanding of the transformational process for transformational leadership. Journal of Transformative Education, 7(3), 189-208. doi:10.1177/1541344610385249 Rosseter, R. (2012). Nursing faculty shortage. American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-faculty-shortage Rosseter, R. (2012). Nursing shortage. American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-shortage Slimmer, L. (2012). A teaching mentorship program to facilitate excellence in teaching and learning. Journal of Professional Nursing 28(3), 182-185. doi:10.1016/j.profnurs.2011.11.006 Sorcinelli, M. D. (2004). Top ten things new faculty would like to hear from colleagues. The National Teaching & Learning Forum, 13(3), 1-5. Retrieved from http://www.ntlf.com/issues/v13n3/v13n3.pdf

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