Andrew Hibel, HigherEdJobs: Dean Frantz, in your welcome message on the University of Iowa’s nursing school website you state, “For more than a century, College of Nursing graduates have achieved distinguished careers as scholars, educators, practitioners, and nurse executives.” Can you explain more about the different opportunities that exist for nursing school graduates within higher education?
Dean Rita A. Frantz, College of Nursing University of Iowa: Graduates of basic Bachelor of Science in nursing programs may practice as beginning clinicians in hospitals, long-term care facilities, and ambulatory clinics. They may also chose to practice in community-based settings such as public health agencies, hospice organizations, schools, or in private industry to name just a few of the many options. Nurses who pursue graduate degrees (Master’s or Doctorate of Nursing Practice) can be employed as nurse practitioners in clinics, hospitals, long- term care settings or clinics, or as Certified Registered Nurse Anesthetists or nurse midwives. Those who pursue graduate preparation as nurse administrators can pursue nurse executive positions in hospitals and health care organizations, in private industry and government agencies. Those with graduate degrees (Master’s, D.N.P or Ph.D.) may also pursue careers as nurse educators in community colleges, four-year colleges/universities or as nurse educators in hospitals.
Hibel: Your website states that “The mission of the College of Nursing is to prepare nurse leaders and to be forerunners in the discovery, dissemination and application of nursing knowledge.” What specific strategies does the College use to fulfill this mission?
Frantz: Students in our B.S.N program are exposed to numerous enrichment types of learning experiences beyond the basic learning experiences needed to meet minimum competencies of the B.S.N curriculum. Students who meet the academic requirements can participate in an honors program that includes a professional honors seminar focused on translation of professional practice issues to the delivery of care in our evolving healthcare system. Additionally, they are matched with a faculty researcher to participate in conducting a research project linked to that faculty member’s funded program of research. Students also have the opportunity to apply to participate in several specialty focused clinical and research experiences including the Young Gerontology Clinician Program, the Young Pediatric Clinician Program, the Young Community Health Clinician Program and the Young Scientist Program. Each of these semester-long experiences allows the student to gain additional depth in the discovery (Young Scientist) and the dissemination and application of nursing knowledge (Young Clinician programs).
Hibel: The American Association of Colleges of Nursing encourages faculty development through numerous programs and provides various awards in Excellence in Teaching. How does the University of Iowa’s (UI) College of Nursing promote faculty development?
Frantz: The University of Iowa College of Nursing provides multiple programs to promote development of our faculty in both teaching and research. Beyond the basic two week orientation program provided for all new faculty, monthly faculty development programs are provided over lunch that focus on developing skills as a teacher. Experts from across the University are invited to share innovations in teaching and familiarize faculty with strategies to promote active student learning and competency-based evaluation. Research development seminars are held once a month where faculty learn about new research methods and have an opportunity to present their own programs of research and receive critique and guidance from colleagues.
Hibel: You began working at the University of Iowa College of Nursing in 1972 and have served as a professor, chair, and now dean. You obviously have a passion for this field, so what made you choose the path of higher education and nursing?
Frantz: I had a desire to extend my influence on the profession beyond my own individual practice as a nurse. I saw becoming a nurse educator and research scientist as a path to impacting the scientific development of our profession while preparing future generations of nurses to deliver higher quality patient care. As Henry Adams said, “A teacher affects eternity, he can never tell where his influence stops.”
Hibel: What traits have made you successful in your roles within the College of Nursing? Have you learned any valuable lessons in successful leadership that you can share with aspiring or newly appointed nursing leaders?
Frantz: I believe my success in these various academic roles has been supported by a clear vision of my goals, perseverance in working to achieve them, ability to work effectively with many different constituents, and endless energy to pursue the course when obstacles are encountered.
Hibel: Has the demand for nursing- related positions in higher education changed in the past decade? Do you believe it will change in the next 10 years?
Frantz: The increase in the number of baccalaureate and higher degree granting schools/colleges of nursing over the past 10 years has increased the demand for nurse educators. Furthermore, the professoriate in nursing is rapidly reaching retirement age.
The profession is not producing graduate degree-prepared nurses with the skills to move into academic positions fast enough to meet the impending shortfall. Since the average age of nursing professors in baccalaureate and higher degree granting institutions is upper 50s, the projections are that the demand will increase substantially.
Hibel: If you are seeking to fill a faculty position in the College of Nursing, besides the educational requirements, what skills or qualities on a resume or cover letter set a stellar candidate apart from others?
Frantz: The University of Iowa is a research-intensive university. Therefore, any applicant for a tenure track position will be evaluated for their potential to develop an externally funded program of research, in addition to supporting the College’s teaching needs. Clinical track faculty, who may have the D.N.P as their terminal degree rather than the Ph.D., are evaluated on the depth of their advanced practice experience, its potential to contribute to the teaching and practice (we have a faculty practice) missions of the College, and their potential to influence the advancement of the practice profession on a national level.
Hibel: What are some of the specific characteristics or qualities that would make someone suited for a nursing faculty position? Are they different than those that would make someone suited for a more general education college?
Frantz: I think many of the qualities one desires in a faculty member in general are applicable to faculty in a college of nursing. However, faculty in a college of nursing must also be highly committed to advancing the profession of nursing through research and dissemination of research to practice. They must be well versed in the issues facing health care and keep abreast of the rapidly changing healthcare environment. They must be able to work effectively with other faculty and those in practice, since the nature of the nursing curricula requires collaboration with many other educators and practitioners across multiple agencies.
Hibel: How do faculty who are current or former practicing nurses use their experiences to shape their approach to teaching?
Frantz: Faculty rely on their own practice experiences to frame experiential learning experiences provided to students. Whether in the simulation lab or in the classroom, faculty use their past practice experiences to translate theoretical knowledge and principles to “real world” application.
Hibel: What aspect of working in nursing education are you most passionate about and why?
Frantz: I am passionate about advancing the profession of nursing by recruiting highly qualified individuals to the profession, ensuring that they are prepared to practice to the fullest extent of their education, and training while leading the profession into the future and participating in the discovery and dissemination of research into practice.