Faculty Practice Research Articles

Leveraging faculty practice to grow the nurse practitioner faculty workforce

Objective: The purpose is to explore opportunities to leverage faculty practice to grow the NP faculty workforce.Methods: The data were a subset of a larger study surveying NP students and faculty.Results: Findings support faculty practice as an innovative strategy that can be leveraged to grow the NP faculty workforce.Conclusions: There are missed opportunities for growing the NP workforce when faculty practice is not being used 1) as a strategy to recruit and retain faculty and 2) to entice NP students to consider a future career in academia.

Towards effective web-based learning: An investigation of the management of learning management system at a university of technology

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

Departmental case study of physics doctoral students’ perspectives of written qualifying exams

Little research in physics education focuses on graduate student experiences related to structural elements of their programs. This departmental case study examines the impact and perceptions of written qualifying exams (QEs) from a student perspective, following recent research which questions the role and utility of such exams. We conducted semistructured interviews with two physics doctoral students at a large research university before and after taking their QEs, capturing their expectations, preparedness levels, and apprehensions regarding the exam. We also conducted a survey of the rest of their student cohort one month before and one month after their exams to understand further variation in the students’ perspectives. The students’ experiences reflected substantial frustration with the nature and transparency of the QE process, as well as substantial negative emotional and mental impacts of the exams. The students’ experiences with the QEs are consistent with psychological responses to traumatic events. The responses further indicate that building trust and establishing transparency around the QE process, as well as creating emotionally and academically safe spaces that allow students to fail on exams and in coursework without the threat of punitive action, are important trauma-informed pedagogical strategies that faculty can use to support students through this process and help them build resilience. While we do not suggest that the current QE process in this department follows best practices for assessment, the students and faculty in this department do agree on the need for some kind of assessment indicating research readiness early in the graduate program; this provides a common perspective from which departmental change can begin. Published by the American Physical Society 2024

Ethical Dilemmas: A Perspective from Pakistani Higher Education Institutions

Employees' deviant behavior has become a serious concern for employers as it puts organizational productivity at stake. The current study examined the existing unethical and immoral practices in the higher education faculty from the perspective of management. In order to achieve this goal, the study determined how faculty members' attitudes and perceptions towards moral standards and codes of conduct in Pakistan's higher education institutions manifest themselves in their actions while at work. Purposive sampling was used in combination with participant observation to conduct 19 interviews with the management of Pakistan's top universities, adhering to the qualitative tradition. As analytical techniques, pattern matching and cross-case analysis were applied. The findings revealed several intentional deviant behaviors that harm the work quality of academics. It is therefore important to address all such issues to preserve the quality of higher education.

Segregation by Payer in Obstetrics and Gynecology Residency Ambulatory Care Sites.

Many teaching hospitals in the US segregate patients by insurance status, with resident clinics primarily composed of publicly insured or uninsured patients and faculty practices seeing privately insured patients. The prevalence of this model in obstetrics and gynecology residencies is unknown. To examine the prevalence of payer-based segregation in obstetrics and gynecology residency ambulatory care sites nationally and to compare residents' and program directors' perceptions of differences in quality of care between payer-segregated and integrated sites. This national survey study included all 6060 obstetrics and gynecology residents and 293 obstetrics and gynecology residency program directors in the US as of January 2023. The proportion of program directors reporting payer segregation was calculated to characterize the national prevalence of this model in obstetrics and gynecology. Perceived differences in care quality were compared between residents and program directors at payer-segregated sites. The primary measure was prevalence of payer-based segregation in obstetrics and gynecology residency programs in the US as reported by residency program directors. The secondary measure was resident and program director perceptions of care quality in these ambulatory care settings. Before study initiation, the study hypothesis was that residents and program directors at ambulatory sites with payer-based segregation would report more disparity in perceived health care quality between resident and faculty practices compared with those from integrated sites. A total of 251 residency program directors (response rate, 85.7%) and 3471 residents (response rate, 57.3%) were included in the study. Resident respondent demographics reflected demographics of obstetrics and gynecology residents nationally in terms of racial and ethnic distribution (6 [0.2%] American Indian or Alaska Native; 425 [13.0%] Asian; 239 [7.3%] Black or African American; 290 [8.9%] Hispanic, Latinx, or Spanish; 7 [0.2%] Native Hawaiian or Other Pacific Islander; 2052 [62.7%] non-Hispanic White; 49 [1.5%] multiracial; 56 [1.7%] other [any race not listed]; and 137 [4.2%] preferred not to say) and geographic distribution (regional prevalence of payer-based segregation: 36 of 53 [67.9%] in the Northeast, 35 of 44 [79.5%] in the Midwest, 43 of 67 [64.2%] in the South, and 13 of 22 [59.1%] in the West), with 2837 respondents (86.9%) identifying as female. Among program directors, 127 (68.3%) reported payer-based segregation in ambulatory care. University programs were more likely to report payer-based segregation compared with community, hybrid, and military programs (63 of 85 [74.1%] vs 31 of 46 [67.4%], 32 of 51 [62.7%], and 0, respectively; P = .04). Residents at payer-segregated programs were less likely than their counterparts at integrated programs to report equal or higher care quality from residents compared with faculty (1662 [68.7%] vs 692 [81.6%] at segregated and integrated programs, respectively; P < .001). In this survey study of residents and residency program directors, payer-based segregation was prevalent in obstetrics and gynecology residency programs, particularly at university programs. These findings reveal an opportunity for structural reform to promote more equitable care in residency training programs.

A Building Designed as a Catalyst for Project-Based Learning: A Case Study in America

Higher education must adapt to a rapidly changing landscape of industries and knowledge. A university developing a new campus aims to transform education by designing its first academic building to promote active collaboration, project-based learning (PBL), and industry-relevant experiences, focusing on a student-centric approach. A well-designed facility is seen as crucial for success. The Active Learning Classroom has shown to positively impact students' perceptions of an inspiring environment, enhancing participation and idea generation (Park &amp; Choi, 2014). PBL effectively connects academic knowledge with workplace experience (Guo et al., 2020). A case study assessed the building's design for PBL during its first operational year. Findings evaluated the design's effectiveness and identified necessary changes. Both qualitative and quantitative data revealed limited use of collaborative spaces and technologies, as well as insufficient PBL integration in the curriculum. Recommendations include aligning faculty practices with program goals and engaging students more with available educational technologies in the learning spaces, both inside and outside the classroom.

A systematic review of information literacy models in Yunnan province’s physical education faculty

This research aimed to explore the concerning characteristics of information literacy in the physical education faculty of higher education institutions in Yunnan Province. This study provides a systematic meta-analysis of 33 peer-reviewed papers from 2019 to 2023. It discusses that information literacy includes basic research skills, critical thinking, and problem-solving, which include their application in the learning process. The paper describes some approaches that can be used to implement information literacy into teaching and learning, including courses with learning objectives, learner-centered approaches, and institutional support. The study also explored technology and its relation to adopting competencies for the growing technologies’ evolution within the region’s education sector. In addition, the following factors could have enhanced the process: time constraints, differences in discipline, and variations in the usage of information technology. The results indicate the need for context-specific professional learning and policy intervention to facilitate the practice of physical education faculty in Yunnan. The information collected here serves as the framework for effective regional policies regarding education, curriculum, and teacher training, among other related aspects.

Quality Assessment of Periapical Radiographs Taken by Dental Assistants Using the Recent Faculty of General Dental Practice (FGDP) Guidelines.

Periapical radiographs play a pivotal role in dentistry, offering invaluable insights essential for various dental procedures. This study aims to systematically assess the quality of intraoral periapical (IOPA) radiographs evaluating adherence to the recent guidelines established by the Faculty of General Dental Practice (FGDP). A cross-sectional study was conducted at the University College of Dentistry (UCD), employing a non-probability consecutive sampling technique to acquire a calculated sample of 300 IOPA radiographs from the operative, oral surgery, and oral radiology departments. Two senior faculty members evaluated the radiographs according to the recent two-tier grading system outlined in the FGDP guidelines. The study revealed that 197 (65.67%) of the assessed radiographs were diagnostically acceptable, while 103 (34.33%) were deemed diagnostically unacceptable. Contrast problems emerged as the most prevalent issue, accounting for 85 (28.3%) of the cases. Other common problems included incorrect film positioning in 66 (22%), incorrect vertical cone angulation in 37 (12.3%), incorrect horizontal cone angulation in 11 (3.7%), and incorrect processing in 15 (5%) of the IOPA radiographs. This study revealed that approximately two-thirds of the IOPA radiographs were deemed diagnostically acceptable. However, contrast issues emerged as the predominant concern affecting image quality. These findings highlight the critical importance of continuous quality improvement initiatives in radiographic practices to enhance diagnostic precision and ensure optimal patient care.

Partnership to Increase Care Access Through Mobile Outreach to Migrant Farm Communities: A Feasibility Study

Abstract: Background: Health care access for migrant farmworkers is limited given the nature of seasonal farm work, including migration patterns, capacity, and availability of local community health services. Consideration of these contextual elements when exploring a community–academic partnership to increase access to care for migrant farmworkers is essential. Objective: Explore the partnerships and processes for integrating nursing faculty and students from a regional public university’s school of nursing into a farmworker health outreach program’s mobile clinic process. Methods: A feasibility study was undertaken using Bowen et al.’s feasibility framework. Results: Integrating faculty and students into the farmworker health outreach program’s mobile clinic process was determined to be feasible. Conclusions: Integrating faculty providers and students into a farmworker outreach program’s mobile health process has several nuances requiring consideration before operationalizing the partnership, including nursing faculty practice (e.g., credentialing, malpractice insurance), student clinical placement processes, the farmworker outreach program’s processes, and farmworker availability.

Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context

Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context

Practice Faculty Also Need Sabbatical Leaves

The academic sabbatical in higher education has been used as a tool for personal and professional growth. Although sabbaticals for tenured faculty have been widely accepted and utilized, their use for nontenure, contract, and practice-based faculty are not well-understood. To explore the reason behind this, the authors undertook focus sessions among practice faculty who had taken a sabbatical leave or were considering a sabbatical leave. Two themes emerged from the conversations with participants: (theme 1) practice faculty assume they are not eligible for sabbatical leaves and (theme 2) practice faculty assume sabbaticals must result in/lead to significant grant funding. Based on these results, sabbatical leaves appear to be under offered to and misunderstood by practice pharmacy faculty. In a time where pharmacy programs are struggling to recruit and retain practice faculty required to prepare the next generation of pharmacists, sabbaticals for practice faculty may be an effective strategy to support practice faculty and incorporate innovation into educational experiences. We hope that this project stimulates a broader conversation within pharmacy academia about the importance of investment in our critically important practice faculty.

Continuity of Care Explains Disparities Between Faculty and Trainee Practice in Residency Clinics.

Continuity of Care Explains Disparities Between Faculty and Trainee Practice in Residency Clinics.

Pediatric advanced complex endoscopy team enhances endoscopy quality and provider satisfaction.

Therapeutic endoscopic procedures are increasingly necessary for children. Pediatric gastroenterologist training and experience with endoscopic hemostasis and other complex therapeutic endoscopy procedures are often limited. We evaluated the impact of the implementation of an advanced complex endoscopy (ACE) team, which provides 24/7 inpatient/outpatient back-up endoscopy support. We analyzed hemostasis quality outcomes in the 2 years before implementation of ACE (2018-2020) versus the year following the implementation of ACE (2020-2021). We analyzed pediatric gastroenterology provider satisfaction and perspectives with a survey that was distributed to faculty, fellows, and advanced practice providers 1 month before implementation of ACE and again 12 months following ACE implementation. Endoscopy volume and outcome metrics for hemostasis procedures, including latency to endoscopy, need for reintervention, and administration/diversity of hemostatic therapy, including multimodal therapy, improved in the year following implementation of the ACE (p < 0.05 for each). Survey results demonstrated a positive impact on provider endoscopy experience and high utilization of ACE. Twenty-two percent of providers reported activating ACE in the prior month and 66% in the prior year. Most providers who activated ACE were very satisfied (85%) or satisfied (7.7%). Eighty-three percent noted ACE had a positive impact on inpatients, and 50% noted a positive impact on outpatient endoscopy. Provider anxiety with endoscopy diminished post-ACE implementation (62% vs. 28%). Respondents unanimously found ACE beneficial to patient care (100%). ACE implementation was associated with improved provider perspectives surrounding endoscopy and significant improvement in hemostasis quality parameters, escalation of hemostasis procedure volume, and broadening the range of hemostasis interventions.

Preceptor Feedback on Utilization and Pre-APPE Performance Expectations of Pharmacy Practice Skills

ObjectiveThis study aimed to determine the frequency with which preceptors perform skills in their practice setting and the degree of competency that preceptors expect from students to perform those skills upon starting their advanced pharmacy practice experiences (APPEs). MethodsA survey assessing skill utilization and expected pre-APPE student competency level upon entry to APPEs was developed by pharmacy practice faculty and distributed to preceptors. Preceptors were asked to rank their utilization of skills and expected pre-APPE student competency of each skill. Investigators assigned each skill a categorical ranking of high, moderate, or low priority. ResultsThe survey was completed by 448 pharmacy preceptors. Skills related to communication, patient education, documentation, collecting medication histories, and drug therapy review/reconciliation were the most utilized. Skills related to physical assessment and point-of-care testing were the least utilized, and the expected student competency level was also low. Skills identified as highest-priority included those related to patient counseling/education, problem-solving/critical thinking, and information gathering and management. ConclusionThe results of this survey suggest that the frequency with which preceptors perform specific skills in practice and their corresponding competency expectations for APPE students vary and are skill-dependent, allowing for prioritization. Stratifying individual skills according to how commonly they are encountered in practice and the competency levels expected by APPE preceptors can assist institutions in prioritizing skills-based laboratory content and assessment and in addressing curricular bloat and hoarding.

Design and Refinement of a Faculty Workload Estimator

ObjectiveThis paper describes the creation and refinement of a Workload Estimator to be used at Colleges/Schools of pharmacy to calculate faculty workload. MethodsWe describe the initial development of the Workload Estimator for pharmacy practice faculty, including the consensus-building methodology and the implementation process. Additionally, we describe the annual refinement and expansion of use to pharmaceutical and administrative sciences faculty. ResultsThe final product is an Excel file with built-in multiplication factors used to estimate pharmacy faculty workload. ConclusionThis Workload Estimator was identified as the most comprehensive and readily adaptable tool to estimate pharmacy faculty workload in July 2023 by the American Association of Colleges of Pharmacy, Council of Faculties, and Council of Deans Task Force on Faculty Workload. The Workload Estimator is currently being studied in a multi-institutional implementation study across dozens of diverse programs across the country with norming data and qualitative perspectives on its use being collected and shared with the Academy in 2024.

Cultural Responsiveness in Academic Physical Therapy: An Administrative Case Report.

This paper describes how the administrative leadership of 1 physical therapy department curated, implemented, and evaluated a culturally responsive administrative support strategy to foster a positive working environment. Participants' perceptions of culturally responsive practices were explored using climate survey data. This case occurred in the physical therapy and rehabilitation science department at an academic medical center in the United States. The department administers 5 educational programs, 3 faculty practices, a community clinic, and a robust research enterprise and employs over 100 employees. After a historic sociocultural event, administrators implemented a series of actions to understand the needs of department employees and to respond in a culturally responsive manner. Interventions included supportive activities, educational opportunities, and community-building events. The department administered an annual climate survey to assess the employees' perceptions of the working climate, perceived impacts of the culturally responsive interventions, and suggestions for improving department climate. Survey analysis included frequency statistics and thematic content analysis with sensitizing concepts from a culturally responsive practice framework previously applied in primary and secondary school settings. A total of 131 employees participated in the annual climate survey from 2020 to 2022. Employees' confidence to identify and address microaggressions in working environments showed trends of overall improvement, and overall self-reported experiences with racial discrimination decreased. Participants reported positive trends in addressing discrimination among colleagues but also reported addressing offensive behaviors perpetrated by patients. Findings suggest that culturally responsive interventions are associated with positive trends in employee climate. Interventions tailored to the audience and curated to deepen cultural knowledge, enhance self-awareness, and validate others fostered a shared commitment to cultural equity. Administrative leaders have a role in fostering an inclusive climate by capitalizing on culturally significant teachable moments with sound culturally responsive strategy, bidirectional culturally sensitive communication, individual development, and collective action.

Navigating the crossroads of nursing faculty practice

Opportunities and challenges

Improving knowledge, attitude and practice on norovirus infection diarrhea among staff of kindergartens and schools: a before-after study

BackgroundNorovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention.MethodsThis study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention.ResultsOverall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84).ConclusionsThe potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future.

Dual degree pharmacy practice faculty scholarship: Some answers but many more questions

Dual degree pharmacy practice faculty scholarship: Some answers but many more questions

Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

PurposeIn this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students.Design/methodology/approachProfessional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices.FindingsThe authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners.Originality/valueThe authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.