Faculty Leadership Development: Mentoring, Team Leadership, and Community

Introduction/Background

Clinicians new to school of nursing faculties are expert practitioners but novice to the faculty role. Development of new faculty into leaders in nursing education promotes career success and faculty retention, encourages positive academic environments, and ultimately, advances nursing education. Sigma Theta Tau International (STTI) Nurse Faculty Leadership Academy (NFLA) sponsored by the Elsevier Foundation is designed to develop leadership knowledge and practices in non-tenured or tenure-track full time faculty with less than 5 years of experience in schools of nursing. Scholars advance their leadership in three domains; individual leadership development, nursing education through a team project, and expansion of their scope of influence in their organization, community, and profession. For each of these domains, scholars set priorities, goals, strategies, and outcomes for their own growth as nurse leaders in education.

Purpose:

The purpose of this scholar’s participation in the NFLA was to develop personal leadership practices, successfully lead a team project, and advance her impact in the organization, community, profession, and nursing education.

Methods:

Through the STTI Nurse Faculty Leadership Academy (NFLA), this scholar led a team project that facilitated leadership growth. This 18-month intense leadership academy promoted leadership development through the use of a triad model of mentorship consisting of a faculty advisor, (Dr. Carol Winters), two mentors, (Drs. Elaine Marshall and Bette Mariani), and a scholar. Kouzes’ and Posner’s leadership model of Five Practices of Exemplary Leadership (2012) was used to guide the scholar on this leadership journey. Using this model and with the relationship of the triad, the scholar developed an Individual Leadership Plan.

Results:

By leading a team in the development of a web-based clinical scenario, this scholar demonstrated growth in the Kouzes’ and Posner’s leadership practices of “Modeling the Way,” “Enabling Others to Act,” and “Encouraging Others.” The scholar shared and affirmed her values by setting an example of expectations through her personal commitment to the team project. When obstacles occurred, priorities were realigned and goals were adjusted to meet new outcomes. This helped to keep the team cohesive and despite setbacks, the work continued. The scholar fostered collaboration, encouraged members to contribute their own ideas, and supported the decisions of the team members. The team successfully presented the work of the project at a national conference giving recognition to all.

The NFLA scholar expanded her scope of influence in nursing education at the institutional and national level. At the university, she serves on graduate program committees and is a board member of the local STTI chapter. In the community, she serves on a homeless shelter board. Nationally, she is a co-chair of a special interest group for a national nurse practitioner organization.

Conclusion

The NFLA fostered the leadership development of a novice faculty member and expanded the scope of influence of the scholar through mentorship, leadership development planning, and a team leadership project.