The feasibility of a visiting professorship to introduce innovation into nursing education

TY - JOUR

T1 - The feasibility of a visiting professorship to introduce innovation into nursing education

AU - Kelley, Tiffany

AU - Bourgault, Anna

AU - Meehan, Christine

AU - Chyun, Deborah

N1 - Funding Information: The SON hired a dedicated VP faculty role to formulate and execute on a strategic plan to ensure students across degree programs were educated on innovation to make impactful change in healthcare. The VP role allowed for these outcomes to occur in as early as 2 years with even more growth and expansion over the subsequent 2 years. The strategic approach can be replicated across other SONs in the United States. If a VP faculty role is not feasible at a SON, the higher education institution can prioritize the recruitment of a nursing faculty member with innovation knowledge, expertise, and demonstrated practice in the specialty area. While the SON's position was initially fully supported by an alumna's foundation, the financial support for the position can be tailored to meet an institution's fiscal capabilities. Of utmost importance is the faculty member's skill set, knowledge base, and enthusiasm for being a catalyst for innovation education. Additionally, SON leadership and faculty must be prepared for integrating a faculty role for innovation for the long term to sustain and grow the implemented strategic efforts. Initiatives, interest, and opportunities will naturally grow and require appropriate leadership. Other SONs can use the minimum requirements identified earlier as a benchmark for similar roles. While the collective qualifications were rare to recruit 5 years ago (and continue to be so today), fostering such a skill set through core education degree and certificate programs will yield a larger number of nurses who can conduct such an effort at another SON in the long term. Funding Information: This work was supported by the Frederick A. DeLuca Foundation (OSG-2004-01563) for the Visiting Professor in Innovation and New Knowledge role. Funding Information: Every student within the SON is educated on innovation and how to innovate in nursing practice and/or research. Following the initial 2 years, more programmatic educational opportunities were introduced for students to advance their innovative ideas beyond the core curriculum. For our undergraduates, we offer an Honors Innovation track. For our Healthcare Innovation Certificate students, we launched a Seed Grant to support prototype development. Several students have filed provisional patents. One recent undergraduate was awarded a nonprovisional patent from the USPTO, nondilutive grant funding, and started a business prior to becoming a licensed registered nurse ( Kane, 2021 ). Graduates of the certificate program have also started businesses, won innovation competitions, seed grants, accelerator program acceptances, and expressed the impact of the program on their mindset toward improving healthcare for the future. Table 2 provides some examples of nursing student innovations and outcomes. Additionally, the authors have two manuscripts in progress that describe undergraduate and graduate student outcomes in more detail. One manuscript under review discusses the outcomes of the healthcare innovation program on the certificate students. The second manuscript in development is a qualitative study that explored undergraduate nursing students’ perceptions of innovation on their learning and career development.

PY - 2023/5/1

Y1 - 2023/5/1

KW - Culture of innovation

KW - Nursing core curriculum

KW - Nursing education

KW - Nursing innovation

UR - http://www.scopus.com/inward/record.url?scp=85161493039&partnerID=8YFLogxK

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U2 - 10.1016/j.outlook.2023.101987

DO - 10.1016/j.outlook.2023.101987

M3 - Article

AN - SCOPUS:85161493039

SN - 0029-6554

VL - 71

JO - Nursing outlook

JF - Nursing outlook

IS - 3

M1 - 101987

ER -