Several important considerations for a nurses’ academic appointment relate to the environment of the institution. New nurse educators may initially be focused on the role of teaching in the classroom or clinical setting. While this is an integral part of the role, the expectations extend far beyond the classroom. Institutional requirements for promotion and tenure are important to explore. The basic criteria for promotion and tenure are established by the institution and may vary within the individual department.
Advising of students may be managed at the department level. Some larger institutions employ advisors to guide students through the curriculum, while other institutions rely on faculty to be accessible to students for advisement. Service to the community may extend from the department or institutional promotion and tenure guidelines. Opportunities for service may include involvement with nursing organizations at the local and national level or service to the community at large.
Facilitating the successful transition from practice to educator requires support of the DNP and assistance with developing into the education role. Mentoring of new faculty members is pivotal. Knowing the level and degree of mentoring offered to new faculty is very important. Mentors can keep new faculty abreast the coming expectations, such as yearly review for tenure processes, committee expectations, and the development of a research program. The specific of matching new educators with expert faculty with an understanding of the expectations is essential. A method to monitor the mentoring relationship can ensure a successful partnership.
New educators who are nurse practitioners will need to continue to practice to maintain their nurse practitioner certification. Depending on which agency the nurse practitioner is certified through, a specific requirement of the number of practice hours required to maintain certification exists. Certification of nurse practitioners can be advantageous for the institution. Developing a method to allow time for faculty clinical practice is common. Many institutions allow faculty members to dedicate one day per week to clinical practice.
Institutions and administrators should support the development of clinical DNP’s assuming faculty positions. The development of a plan by the institution and by the new faculty member provides the essential elements for the transition. While the challenges may vary, the results of a successful transition are essential to nursing education.