Faculty Practice Resource Center

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.

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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.

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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.

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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.

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What documents may be helpful to me in gaining the support of nursing and college/university administrators for faculty practice?

POINTS OF VIEW:

1. 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.
2. Essential Clinical Resources for Nursing’s Academic Mission - American Association of Colleges of Nursing
3. National Task Force. White Paper on the Consortium for quality NP Education (2000).
4. National Task Force on Quality Nurse Practitioner Education. (1997). Criteria for evaluation of nurse practitioner programs. Washington DC: National Organization of Nurse Practitioner Faculties.
5. NONPF's Interpretation of the 1997 National Task Force Criteria (NTFC) for Evaluation of Nurse Practitioner Programs
6. The Next Decade, Nursing Schools as Agents of Change, Keepers of Core Values (2000)
7. 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

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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

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