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Assimilation of Expert Clinician Into the Academy: A Competency-Based Faculty Development Plan
Lisa Muirhead1, Susan Brasher, Catherine Vena
1Author Affiliations: Associate Professors, Clinical (Drs Muirhead and Vena), Assistant Professor (Dr Brasher), and Senior Instructor (Dr Hall), Emory University, Nell Hodgson Woodruff School of Nursing, Atlanta; and Nursing Partnership Director (Dr Cadet), Atlanta VA Health System, Georgia.
Background:
As expert clinicians are recruited to academic positions in response to nursing faculty shortages, comprehensive plans are needed for transitioning and role development.
Problem:
Schools of nursing often lack infrastructures to support and develop new faculty.
Approach:
Team members from an academic-clinical partnership with the Department of Veterans Affairs created a competency-based faculty development plan.
Outcomes:
A comprehensive self-directed faculty development plan was established that included a needs assessment, competency-based guide, and online modular resources.
Conclusion:
The faculty development plan provides a tailored approach to support the transition of clinicians to the academic role. This strategy is a potential solution to addressing the faculty shortage, retention, and role strain issues and builds capacity in schools of nursing. This innovative plan is a first step in establishing a mechanism to measure faculty competencies and professional growth.
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