External scholarship mentors for DNP-prepared faculty: A practice oriented exemplar

Dunlap, Jayne Jennings
Brewer, Tracy L.
Mainous, Rosalie O.
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Wolters Kluwer

Background: Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs.

Problem: DNP-prepared faculty entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship.

Approach: Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship.

Outcomes: In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development.

Conclusions: Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.

Article originally published in Nurse Educator, 0(0), 1–7. English. Published online 2023. https://doi.org/10.1097/nne.0000000000001409
Faculty, Mentorship, Nurse, Practice, Scholarship
This is a published version of an article that is available at: https://doi.org/10.1097/nne.0000000000001409. Recommended citation: Dunlap, J. J., Brewer, T. L., & Mainous, R. O. (2023). External scholarship mentors for DNP-prepared faculty. Nurse Educator, 0(0), 1–7. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.