XIV.C   Faculty Composition and Responsibilities

The School of Nursing seeks for its faculty individuals who can take on responsibility in teaching, practice, research, and scholarship. These expectations are applicable to all full-time faculty regardless of how their primary responsibilities are divided among teaching, scholarship, clinical and administrative responsibilities, and whether or not they are nurses.

It is the responsibility of the Appointments Committee to consider an individual's contributions in different areas in light of the responsibilities and the type of appointment held. Although the close relationship among nursing practice, teaching, and scholarship may mean that a single activity satisfies requirements for more than one aspect of faculty commitment, continued productivity in teaching and scholarly work is essential for continued reappointment and promotion. Account is taken of the individual's willingness to seize opportunities to participate in several modes of teaching and of the individual's ability in each. The criteria for evaluating teaching depend on the length of time the individual has been engaged in teaching and the level of appointment sought.

Members of the faculty are clinical experts, as well as scholars in their fields of study. In addition to serving patient needs, many engage in the practice of nursing for the purpose of developing knowledge, demonstrating excellence in practice, establishing innovations to improve patient care, and developing model environments for student education. Faculty members are expected to be knowledgeable about the contemporary practical issues within their areas of expertise. Many faculty hold joint appointments within a health care facility or organization and engage in the regular practice of their identified specialty.

The research tradition in the School of Nursing is the study of patient-care problems. Although empirical research is the conventional expectation of University faculty, also important is scholarship of other kinds, including original clinical abstraction, theoretical work not based on new data, and analysis and synthesis of knowledge in other disciplines as they apply to nursing and patient care.

The School of Nursing seeks for its faculty individuals who can take on responsibility in teaching, practice, research, and scholarship. These expectations are applicable to all full-time faculty regardless of how their primary responsibilities are divided among teaching, scholarship, clinical and administrative responsibilities, and whether or not they are nurses.

It is the responsibility of the Appointments Committee to consider an individual's contributions in different areas in light of the responsibilities and the type of appointment held. Although the close relationship among nursing practice, teaching, and scholarship may mean that a single activity satisfies requirements for more than one aspect of faculty commitment, continued productivity in teaching and scholarly work is essential for continued reappointment and promotion. Account is taken of the individual's willingness to seize opportunities to participate in several modes of teaching and of the individual's ability in each. The criteria for evaluating teaching depend on the length of time the individual has been engaged in teaching and the level of appointment sought.

Members of the faculty are clinical experts, as well as scholars in their fields of study. In addition to serving patient needs, many engage in the practice of nursing for the purpose of developing knowledge, demonstrating excellence in practice, establishing innovations to improve patient care, and developing model environments for student education. Faculty members are expected to be knowledgeable about the contemporary practical issues within their areas of expertise. Many faculty hold joint appointments within a health care facility or organization and engage in the regular practice of their identified specialty.

The research tradition in the School of Nursing is the study of patient-care problems. Although empirical research is the conventional expectation of University faculty, also important is scholarship of other kinds, including original clinical abstraction, theoretical work not based on new data, and analysis and synthesis of knowledge in other disciplines as they apply to nursing and patient care.