Is eligibility for tenure possible for the doctor of nursing practice-prepared faculty?

The purpose of this study was to determine the perceived feasibility of the eligibility for tenure being granted to nurses prepared at the doctor of nursing practice (DNP) level. An exploratory survey was conducted utilizing doctor of philosophy faculty and deans randomly chosen from the doctor of nursing program list obtained from the American Association of Colleges of Nursing. A questionnaire was developed that was used to gather data regarding the perceived feasibility, benefits, concerns, and challenges inherent in the tenure process as they relate to DNP-prepared faculty in becoming eligible for tenure. The findings indicate that it may be feasible for DNP-prepared faculty to become eligible for tenure. Several benefits were cited, including recruitment and retention of qualified faculty. There were concerns noted as well, the most predominant being the lack of training of the DNP to be successful in producing scholarly research. The challenges related to the need for reevaluating the criteria used in granting tenure to DNP-prepared faculty.

Collaborative teaching models for health professionals.

Multidisciplinary faculty collaboration within the health professions educational system is explored. The definitions for the concepts of intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary faculty teams are provided along with the strengths and weaknesses of collaborative teaching and course development across various health profession programs. Examples of these teaching models are described using case studies to illustrate collaborative course development by faculty from Occupational Therapy, Nursing, Physician Assistant, Social Work and Dental Hygiene, Nurse Anesthesia, and Health Services Management programs offered at the University of New England in Portland, Maine, United States of America.

Multidisciplinary, interdisciplinary, and transdisciplinary Educational models and nursing education.

In an effort to prepare health care professionals for the team-based work environment that exists in health care delivery systems today, some nursing faculty may consider collaborative, team-taught courses that integrate faculty and students from various disciplines. To assist nursing faculty in making an informed decision about integrated curriculum development and course implementation, multidisciplinary, interdisciplinary, and transdisciplinary educational teams are defined. Examples are offered that reflect these three integrated educational team models. Finally, the benefits and potential problem areas that result from team initiatives are briefly reviewed.