McBride Angela Barron, Campbell Jacquelyn, Barr Taura, Duffy Joanne, Haozous Emily, Mallow Jennifer, Narsavage Georgia, Ridenour Nancy, Theeke Laurie
Indiana University School of Nursing, Indianapolis, IN.
Johns Hopkins School of Nursing, Baltimore, MD.
Nurs Outlook. 2017 May-Jun;65(3):327-335. doi: 10.1016/j.outlook.2017.01.013. Epub 2017 Mar 25.
The Robert Wood Johnson Foundation Nurse Faculty Scholars program was conceptualized as not only promoting the growth and development of early-career faculty but as enhancing the research infrastructure of scholars' schools of nursing.
At the completion of the scholars' three years of support, deans/directors were asked to provide feedback regarding the institutional impact of the scholars' participation in the program.
Phone interviews were conducted on the first five completed cohorts and a six-item questionnaire was developed to obtain some quantitative data.
The program was viewed as having accelerated the scholars' leadership and scholarship, and their influence within the school/university and regionally/nationally. Deans/directors generally agreed that the scholars' experience helped build the school's research portfolio.
Looking back on how the participating schools of nursing fared, one can say that the program's institutional expectations were achieved most of the time. The program helped scholars build their own reputations and that in turn had consequences for the school's standing as a whole. A number of components are described that can be replicated singly or in various combinations by schools/universities interested in adopting aspects of this program.
罗伯特·伍德·约翰逊基金会护士教师学者项目的构想不仅是促进早期职业教师的成长与发展，还在于加强学者所在护理学院的研究基础设施。
在学者获得三年支持期结束时，要求院长/主任就学者参与该项目对机构的影响提供反馈。
对前五个完成项目的队列进行电话访谈，并编制了一份包含六个项目的问卷以获取一些定量数据。
该项目被视为加速了学者的领导力和学术成就，以及他们在学校/大学内部和地区/全国范围内的影响力。院长/主任普遍认为学者的经历有助于建立学校的研究组合。
回顾参与项目的护理学院的表现，可以说该项目的机构期望在大多数情况下都得以实现。该项目帮助学者建立了自己的声誉，进而对学校的整体地位产生了影响。文中描述了一些组成部分，有兴趣采用该项目某些方面的学校/大学可以单独或组合复制这些部分。
