Faculty Practice Resource
Center
FAQs & Disclaimer
Frequently Asked Questions
The answers on this page are solely the opinions of the faculty members credited. These answers do not represent the official position of NONPF or the NONPF Board of Directors.
- How can faculty work with the University for promotion and tenure criteria to value faculty practice?
- What is "fair" and workable regarding number of hours for faculty practice?
- How to value faculty practice within a University that does not have a faculty practice plan or nursing center?
- Are faculty who practice synonymous with educators who don't need a doctorate to pursue lifelong career goals?
- What documents may be helpful to me in gaining the support of nursing and college/university administrators for faculty practice?
- What are the future practice needs of faculty other than those certified as Nurse Practitioners?
Do you have questions about faculty practice? Please submit them here.
How can faculty work with the University for promotion and tenure criteria to value faculty practice?
POINTS OF VIEW:
I think that most promotion and tenure
criteria include some component of "service" or "community service". I
think that faculty practice can be used as evidence of service,
especially if "products" can be identified that indicate reflective
practice. For example: service on committees within the practice
organization, leadership roles assumed within the practice organization,
accomplishment of major projects such as developing clinical practice
guidelines or publications of any type. Also, there may be a way to
translate faculty work in practice into monetary value to the practice
organization; such as revenue generated or money saved by decreasing
burden of different illnesses or affect on utilization patterns (such as
decreased emergency room or repeat, unexpected visits). I think faculty
should work with the P&T committee at the University to offer
interpretive or illustrative examples of academic value from practice
that can be used to support service-related criteria.
From Judith C.D. Longworth, PhD, APRN-BC, FNP, FAANP
University of Texas Health Science Center at San Antonio, School of
Nursing
We are presently testing a review
process within the APT Committee at the University of Virginia School of
Nursing that invites a faculty “collateral reviewer” to be instrumental
in the promotion and tenure decision-making. Unlike the primary and
secondary reviewers named from the committee for each candidate’s review
process, the collateral reviewer is not a member of the APT Committee
but is selected by the committee to assist in reviewing the promotion
and/or tenure materials for a general track faculty member. The
collateral reviewer must be of equal or greater rank than the faculty
seeking promotion and/or tenure. The collateral reviewer conducts a
review of the materials submitted and formulates a brief report with
supporting rationale that he/she presents at the time the APT Committee
convenes for making recommendation to the Dean. Generally speaking, the
vast majority of general track faculty practice as a component of their
faculty role and are very supportive of other general track faculty who
also practice. Given this is the first year we have implemented this
process, a decision as to whether the collateral reviewer will remain a
“permanent” addition to the APT review process is yet to be determined.
I do think this is a positive step in acknowledging the contributions of
general track faculty, particularly at a university that has a
longstanding history of the importance of research in the faculty role.
From Shelley Y. Huffstutler, DSN, RN, CFNP
University of Virginia Health Sciences Center, School of Nursing.
I think there needs to be a way to value
the actual care of patients by faculty clinicians/practitioners without
re labeling it as some other activity to accommodate other discipline's
definitions re: service, etc. There is no substitution for the actual
hands on care of patients in terms of defining it as service as we know
it. It is a very worthwhile endeavor to serve on boards, committees, etc
(and may of us do that, also) but it is not the same activity as caring
for patients. Perhaps we need to articulate our practice in a way that
reflects the care we provide through such forums as case study
discussions with peers, discussions and writing re: how we use cases
from out practice to assist us in teaching, etc. We should value the
care we give mostly because it is our "business" and patients benefit
from ongoing continuous care that is comprehensive and compassionate -
and knowing your business is the foundation of being a good teacher.
From Patricia White MS, RN, CS, Assistant Professor
Simmons College, Boston, Mass.
What is "fair" and workable regarding number of hours for faculty practice?
POINTS OF VIEW:
"Fair" is in the eye of the beholder it
seems to me. The requirement for re-certification for ANCC requires 1500
hrs in 5 years. This is 300 hrs. per year. A faculty member must
practice 8.3 hr. per week during the 9 mo. academic year (36 weeks) in
order to achieve this minimum amount of practice. A 12 mo. faculty
member (48 weeks) could meet this requirement with 6.25 hrs per week.
Therefore, it seems that approximately one day a week is needed to
maintain currency in practice.
From Judith C.D. Longworth, PhD, APRN-BC, FNP, FAANP
University of Texas Health Science Center at San Antonio, School of
Nursing.
“Fair” is a highly subjective word that
permits great latitude in interpretation. I think this must be a
consideration made by both faculty and administration. Ultimately, the
number of hours practiced weekly or monthly is determined to a certain
extent by the ANCC or AANP; however, I do think that faculty must
“budget” themselves so that their practice does not interfere with other
responsibilities at the school. It seems that “what is fair and
workable” for one faculty or institution may not be appropriate for
another since there are variations in role expectations. Since there
exists considerable differences from institution to institution, a
faculty member must identify the position that is most consistent with
his/her philosophy regarding practice and other components of the
faculty role.
From Shelley Y. Huffstutler, DSN, RN, CFNP
University of Virginia Health Sciences Center, School of Nursing.
Practice helps us to be aware of the
applicability of research and provides opportunities to know what other
research questions need to be generated to improve care. Some of our
colleagues over the years have discussed the notion that the 1500 hours
per ANCC certification may not be enough to assure competency - not that
we are looking for more to do to maintain our faculty roles, however one
day a week does not always seem sufficient given the knowledge base
necessary to practice and the time for availability for patients
particularly if you work in primary care.
From Patricia White MS, RN, CS, Assistant Professor
Simmons College, Boston, Mass.
How to value faculty practice within a University that does not have a faculty practice plan or nursing center?
POINTS OF VIEW:
One of the ways that we do that at
UTHSCSA is to have an "enrichment" plan. This is an agreement between
the practice agency and the University, that the practice agency pays
the University for my time in practice, rather than to me as an
individual, since I receive full time salary and benefits from the
University. The agency does not pay benefits and only pays for hours
that I work and invoice them for. The University has set up an account
through our department that enables me to use 60% of the money for
education or business-related expenses. The other 40% is split between
the President (10%), SON Dean (10%) and my department (20%). There are
restrictions on how I can spend the monies in the account, but it has
enabled me to travel to conferences that exceed my allotment from the
department, purchases books, professional journal subscriptions,
computer equipment, etc. Any major equipment purchase belongs to the
University, but I have exclusive use of it until or in the event that I
leave. This is a source of revenue to the department, dean and
University that, while not huge in dollar amount, at least gives
something back to the University for enabling and supporting my
practice. This enrichment plan is not the same as a practice plan, but
it does enable faculty to work in their practice specialty on
individually negotiated contracts.
From Judith C.D. Longworth, PhD, APRN-BC, FNP, FAANP
University of Texas Health Science Center at San Antonio, School of
Nursing
The University of Virginia has a
one-in-seven consultation policy that permits faculty throughout various
schools and colleges to “practice” one day a week in role-related
activities outside of their University of Virginia faculty role. In this
situation, faculty receive direct payment for their services and are not
required to share any or all of their remuneration with the University.
I believe faculty envision this option as a strategy that communicates
from administration to faculty that their practice is supported and
valued. Given that the University of Virginia School of Nursing has both
the one-in-seven plan and a faculty practice plan for their nursing
faculty, this offers a choice for faculty as to whether they would
rather have additional monies or a reduction in their teaching
assignments. Everyone likes to have choices in their professional and
personal lives.
From Shelley Y. Huffstutler, DSN, RN, CFNP
University of Virginia Health Sciences Center, School of Nursing.
Are faculty who practice synonymous with educators who don't need a doctorate to pursue lifelong career goals?
POINTS OF VIEW:
A resounding NO is my response to this
question. Even though the master's in nursing is based on developing and
refining clinical specialization, a doctorate in nursing provides many
opportunities and challenges that would otherwise not occur. In
different situations, I have been asked as to why I need a doctorate in
nursing when practice and teaching are so profoundly important to me in
my career as a nursing educator. My responses have consistently been
that my doctoral education has impacted on so many different aspects of
my career in an extremely positive manner. The knowledge and skills that
I acquired, and continue to refine, are indispensable for me in my role
as program director of the primary care nurse practitioner program.
Furthermore, the manner in which I approach my practice and function in
my role as a FNP are different in many ways from my colleagues without a
doctorate. I do not advocate that every NP needs to pursue a doctorate
but I take this into serious consideration with all of my advisees in
the NP program.
From Shelley Y. Huffstutler, DSN, RN, CFNP
University of Virginia Health Sciences Center, School of Nursing.
What documents may be helpful to me in gaining the support of nursing and college/university administrators for faculty practice?
POINTS OF VIEW:
- The Faculty Practice Guidelines for Promotion and Tenure, approved by the Board of Directors of NONPF, posted on the web site, and developed by the subcommittee: Joanne Pohl, Karen Duderstadt, Pat Given, Connie Uphold, Peg Thorman Hartig, and Candice Schoenberger.
- Essential Clinical Resources for Nursing’s Academic Mission - American Association of Colleges of Nursing
- National Task Force. White Paper on the Consortium for quality NP Education (2000).
- National Task Force on Quality Nurse Practitioner Education. (1997). Criteria for evaluation of nurse practitioner programs. Washington DC: National Organization of Nurse Practitioner Faculties.
- NONPF's Interpretation of the 1997 National Task Force Criteria (NTFC) for Evaluation of Nurse Practitioner Programs
- The Next Decade, Nursing Schools as Agents of Change, Keepers of Core Values (2000)
- Also, for additional sources, see the references listed in the bibliography of Faculty Practice Promotion and Tenure.
From: Helen Auton Presz, EdD,
APRN-BC, Associate Professor (FNP)
Saint Joseph College, West Hartford, CT
What are the future practice needs of faculty other than those certified as Nurse Practitioners?
POINTS OF VIEW:
The AACN Task Force on the Vision of
Baccalaureate & Graduate Nursing Education states:
Nursing faculty at all levels must be current, clinically
competent, and sound in the art and science of teaching. In particular,
Doctorally prepared faculty will be called upon increasingly to base
their teaching in the reality of active clinical practice, a development
that likely will see practice become as integral to the faculty role as
teaching, research, and service. Moreover, multidisciplinary
perspectives and interactions enhance nursing education; collaboration
between nursing and non-nursing faculty is encouraged.
From: Helen Auton Presz, EdD, APRN-BC, Associate Professor (FNP)
Saint Joseph College, West Hartford, CT
Copyright
All of the information provided is believed to be accurate and reliable; however, the National Organization of Nurse Practitioner Faculty (NONPF) assumes no responsibility for any errors. Further, NONPF assumes no responsibility for the use of the information provided. Unless otherwise noted on an individual document, file, home page, or the like, NONPF grants permission to copy and distribute files, documents and information provided for non-commercial use, so long as they are copied and distributed in the format provided.
Disclaimer
The National Organization of Nurse Practitioner Faculty (NONPF) is providing information via this website as a public service. PLEASE NOTE that users of this website are responsible for checking the accuracy, completeness, currency and/or suitability of all information themselves. NONPF makes no representations, guarantees, or warranties as to the accuracy, completeness, currency, or suitability of the information provided via this website. NONPF specifically disclaims any and all liability for any claims or damages that may result from providing the website or the information it contains, including any websites maintained by third parties and linked to the NONPF website. NONPF makes no effort to independently verify, and does not exert editorial control over, information on pages outside of this domain.
NONPF does not endorse any of the products, vendors, consultants, or documentation referenced in this website. Any mention of vendors, products, or services is for informational purposes only.
NONPF does not collect or track personal information from its website visitors. Generic information from server logs may be used to track the number of hits to the site, and to find out what types of browser software are used by visitors. This information will be used only in aggregate form, and used solely for improving website design.
National Organization of Nurse
Practitioner Faculties (NONPF)
1522 K Street, NW, Ste. 702
Washington, DC 20005
tel: (202) 289-8044 ● fax: (202) 289-8046
nonpf@nonpf.org
President: Ann O'Sullivan, PhD, CRNP, CPNP, FAAN