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The Teacher-Scholar Project: how to help faculty groups develop scholarly skills
Kathleen T Heinrich1, Helen Hurst, Gwen Leigh
1K T H Cousulting, Guilford, Connecticut, USA. DrKTH@att.net
Nursing Education Perspectives
|July 18, 2009
Summary
Nursing faculty often feel like impostors regarding scholarship. A collaborative faculty development initiative transformed these "scholar-impostors" into confident teacher-scholars, addressing a key nursing education challenge.
Area of Science:
- Nursing Education
- Faculty Development
- Scholarship in Nursing
Background:
- The new millennium presents a challenge for nursing education to cultivate scholarly nurses.
- Many nurse educators experience impostor feelings concerning scholarly activities.
Purpose of the Study:
- To describe a faculty development initiative aimed at transforming nurse educators with "scholar-impostor" feelings into confident teacher-scholars.
- To present a model for fostering scholarship in teaching-intensive nursing programs.
Main Methods:
- A collaborative faculty development initiative, the Teacher-Scholar Project, was implemented.
- The project targeted faculty in a National League for Nursing Center of Excellence school.
Main Results:
- The initiative successfully shifted faculty perceptions from "scholar-impostors" to recognized teacher-scholars.
- Participants gained confidence and skills in scholarly activities.
Conclusions:
- Collaborative faculty development can effectively address impostor phenomena in nursing education.
- This model provides a framework for enhancing scholarship among nursing faculty, particularly in teaching-focused roles.
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