The College of Nursing’s Standards for Quality and Excellence in Faculty Roles (CON Standards) provide a discipline-specific framework for distinctive academic performance. The SDSU Faculty Handbook establishes the general expectations and performance standards that apply to all faculty and provides the guidelines for tenure, promotion, and rank adjustment. The CON Standards, when used with the SDSU Faculty Handbook, further guides professional development plans and annual performance evaluation. Faculty members must meet the expectations of their rank, role, and workload assignment in all cases. Faculty promoted to a higher rank must sustain the expectations of that rank. Performance standards for three CON tracks are included in this document: professorial (p.4), lecturer (p.8), and clinical (p.10). Instructor, lecturer and clinical track appointments are term contracts. Professorial appointments are tenure-track. Professorial and lecturer track appointments follow the degree requirements outlined in the SDSU Faculty Handbook; Clinical track appointments require a terminal degree. Using the CON Standards and the SDSU Faculty Handbook, professorial track faculty create a Professional Development Plan (PDP). Lecturer and clinical track faculty identify three and six year professional development goals with annual performance objectives following a similar format as the PDP. The University handbook provides guidelines for the timing and process of PDP de velopment, tenure, promotion, and rank adjustment. The timing of requests for clinical track rank adjustment follow the tenure track timeline. Progressive base salary increases are associated with progression through the ranks. The CON uses the university’s standards for performance that meets, exceeds, and substantially exceeds expectations. This document defines, only where necessary, the context of SDSU performance standards as they apply to meeting role expectations in the CON. Teaching and Advising. The performance standards for teaching and advising found in the SDSU Faculty Handbook provide the basis for the CON expectations. The standards in this document contextualize discipline specific teaching roles, especially clinical instruction, interprofessional education, integration of patient care and instructional technologies, and active learning via clinical simulation and other modalities. All faculty members in the College of Nursing provide instruction at the undergraduate and/or graduate level. Measurable evidence of high quality, innovative, and impactful teaching includes IDEA student evaluation scores that are satisfactory and improve over time, but always include primarily positive feedback from students. When negative feedback occurs, responsive action and remediation leads to improved scores and comments over time. When applicable, clinical/laboratory teaching evaluation scores follow this same expectation. Measureable teaching and advising outcomes that are at minimum satisfactory, and improve over time, are other indicators of quality teaching provided by peers, ex perts and administrators as planned by the faculty member with the supervisor. Measurable impact of application of instructional technologies for program and course delivery as well as for teaching students through clinical simulation or interprofessional education is planned and included in the performance evaluation. Research, Scholarship and Creative Activities. The university’s performance standards for research, scholarship and creative activities provide a basis for the CON expectations. Scholarly work in the CON takes the form of extramurally funded research, translational science, and

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Standards for Quality and Excellence in Faculty Roles: College of Nursing July 31, 2014

nursing education scholarship. As faculty progress through the ranks, scholarly outcomes should increase in number and impact. Research activities generate new knowledge in the discipline and build over time. Translational science involves application of research evidence in clinical practice and includes impact measures. Scholarship of teaching and learning initiatives build the science of nursing and interprofessional education and the development of nationally-recognized programs. Faculty scholarship is peer-reviewed, involves students, and includes collaboration with other faculty, clinical partners, and transdisciplinary or interprofessional teams. Scholarly outcomes build toward a focused area of expertise that is aligned with research and scholarly priorities put forth in the CON strategic plan. Clinical track faculty are expected to produce scholarly outcomes from translational science and from advisement of graduate students on practice innovation projects. Clinical scholarship may also include the scholarship of advanced practice nursing education or academic community partnerships. Tenure track faculty are expected to produce scholarly outcome from research and from advisement of graduate students on theses, dissertations, and practice innovation projects. All faculty members with a scholarship role are expected to conduct research and scholarly activities and generate peer-reviewed outcomes. Publications should include both indexed journals and competitive conference papers. Over a five year period, faculty with a 63/30/7 teaching/research service workload should publish three to five journal papers with at least two as lead/corresponding author (or major professor of a lead author). Over the same time frame, faculty are also expected to give four to six competitive scholarly presentations at conferences, including at least two presented at national (or international) conferences related to the discipline. These numbers are linearly weighted by deviations from the 63/30/7 workload. Tenure-track faculty are expected to advise graduate students on theses, dissertations, and clinical innovation projects. In the initial five year period, tenure track faculty are expected to advise at least three MS or PhD theses or dissertations, with at least one student completing. Research advisement should increase over time. Tenure track faculty also mentor one to three DNP st udent projects per year as workload allows. Clinical track faculty are expected to mentor three to five doctor of nursing practice (DNP) students on practice innovation projects per year. All scholarly faculty are expected to involve undergraduate students in their work when possible. Evidence of extramural funding is measured by the number of competitive grants submitted and awarded, as well as the size, type, and percent responsibility. At the time a faculty member applies for tenure or clinical rank adjustment to associate level, the standard is to receive at least one extramural grant to support pe rcent effort for faculty, student, and research staff time and funding for presentation and dissemination. Scholarship roles also include participation in at least one productive team of transdisciplinary or interprofessional colleagues or clinical practice partners. G rants that are written collaboratively with a balanced effort across team members are encouraged and at least one collaborative award is expected in a five year period. Depending upon the size and magnitude of the project and the role of the faculty member, this collaborative scholarship may be the primary extramural funding award. General Service. The university’s performance standards for general service provide the basis for the CON expectations. Service to the discipline typically takes the form of serving on professional committees and organizations, serving as a manuscript reviewer or editorial board member, or serving as a reviewer for an extramural funding agency. Service to the nursing student association, clinical sites, health systems, and policy boards is unique to the CON. Faculty members should show active service to their professional organization(s) that goes beyond attending and presenting at conferences or reviewing papers. As faculty progress through the academic ranks, a trajectory should be apparent that indicates increasing engagement with service to the profession. General service to the college or university should

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include a demonstrated outcome of a faculty member’s work versus participation in committees or task forces. Assigned Professional Service. The university’s performance standards for assigned professional service provide a basis for the CON expectations for these assignments. The standards outlined in this document are specific to advanced practice nursing (APN) clinical roles. Assigned professional service in the CON can also include curriculum-related coordination. Role descriptions are used to guide faculty professional development, goals and measurable evaluation outcomes for coordinators. All professional service is part of annual performance evaluation and is reported as outcomes of planned activities related to clinical practice or other assigned service roles. Assigned service should grow in quality and impact over time. An example of assigned service outcomes could include practice innovations adopted by a clinical agency that improve quantifiable health or service outcomes. For coordinator roles, measurable impact could include improved pass rates on the national licensure exam, accreditation or recognition of a program or curriculum that improves student learning outcomes, or new partnerships with external stakeholders as evidenced by collaborative projects and initiatives.

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Assistant Professor Associate Professor Professor

Designs, implements and evaluates courses Collaborates to create and evaluate Recognized nationally for development and within the curriculum using evidence based progressive courses within a program based evaluation of curricula.

teaching/learning practices. on accreditation guidelines and standards.

Implements positively evaluated active Creates positively evaluated Recognized as an exemplary leader in learning experiences using technology for interprofessional learning experiences using active learning pedagogies.

patient care, simulation and instruction. patient care and simulation technology.

Demonstrates competence and growth in a Demonstrates mastery in a teaching or Recognized nationally in a teaching or specialized teaching/practice area. practice field of specialization. practice field of specialization.

Incorporates rural context and cultural Leads initiatives to incorporate rural context Demonstrates exemplary leadership in rural diversity into teaching activities. and cultural diversity into courses across and diversity education initiatives.

the curriculum.

Demonstrates content knowledge and Accepts invitations to review other faculty Leads transformation of curricula based on teaching effectiveness through positive peer teaching performance for formative national standards and program evaluation.

and student evaluations. evaluation and to serve as a mentor.

Mentors student research projects, theses, Is sought by students to serve as a Mentors graduate and undergraduate and dissertations effectively. graduate committee chair or undergraduate students to produce peer-reviewed

research mentor. outcomes.

Uses evidence based advising strategies to Mentors other faculty to promote quality Recognized by peers as a leader in expert promote successful advisement and advisement and student successful program advising.

progression through the nursing programs. progression.

Professorial Track: Standards for Teaching/Advising

All faculty are involved in teaching and advising roles within the CON. The expectations of tenure track faculty for teaching and advising reflect graduate and undergraduate nursing and health sciences instruction and advising of graduate students and undergraduate honors students. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

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Professorial T rack: Standards for Research, Scholarship and Creative Activity

Professorial track faculty are expected fully engage as researchers and scholars and progressively build an exemplary and nationally-recognized program of research/scholarship that includes students, faculty, and clinical/transdisciplinary teams. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

Assistant Professor Associate Professor Professor

Develops a research program that Expands the quality and complexity of Sustain and expand an area of collaborative contributes to the CON priorities. research within a specialized area. and nationally recognized research.

Participates in transdisciplinary or Leads interprofessional or transdisciplinary Leads extramurally funded research and interprofessional research teams that relate research/scholarship teams with a growing scholarship teams that grow in number and to the priorities of the CON. and consistent pattern of outcomes. complexity.

Develops research collaborations with Research partnerships with external Leads externally funded research and healthcare organizations and community stakeholders grow in number and quality of scholarship with regional, national, and partners. outcomes. international partners.

Writes and submits quality intramural and Serves as a principal investigator or project Maintains a high quality research agenda extramural proposals for research and director on an extramurally funded research with a growing portfolio of extramural scholarship in a focused area. and/or program grant. funding sources.

Delivers peer-reviewed podium or poster Builds a growing number of research Is nationally recognized by peers for a presentations related to focused and peer-reviewed presentations at strong program of research that impacts research/scholarship expertise. state, regional or national conferences. measurable outcomes.

Publishes peer-reviewed manuscript(s) in a Primary author and co-author on a Leads research teams that include students, focused area of research. consistent pattern of peer-reviewed community partners, and junior faculty that

manuscripts in a focused area. achieve a consistent outcomes.

Is invited to collaborate based on research Serve as an invited lecturer for a regional or Recognized nationally or internationally as and scholarship expertise. national conference or as an extramurally an expert in a focused area of

funded research consultant. scholarship/research.

Offers quality research mentorship to Mentors students to achieve peer-reviewed Recognized as an expert student research students. scholarly research outcomes. mentor.

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Assistant Professor Associate Professor Professor

Serves as an engaged member and emerging leader of CON committees and

task forces.

Participates as an active member of professional organizations and provides

local or state leadership.

Participates in planning and implementing CON and university events.

Chairs CON committee or task force.

Seeks structured peer review from faculty in areas of expertise.

Actively contributes scholarly and practice expertise to professional and community

service projects.

Achieves and maintains national certification and practice expertise for role.

Initiates and maintains faculty profile on the SDSU website.

Assumes a leadership role in CON and university committees.

Provides active and engaged leadership in state or regional professional organizations.

Contributes expertise to planning and evaluating CON and university events.

Chairs university committee or special projects (e.g. program self-study).

Leads CON and university initiatives to mentor and provide peer review to faculty.

Provides consultation and leadership to state or regional health systems and

community services based on expertise.

Serves as a peer-reviewer for national conferences, funding agencies, and

journals.

Actively updates and builds an expanding faculty profile on the SDSU website.

Demonstrates outstanding recognized leadership in the CON and the university.

Provides exemplary leadership in national or international professional organizations and health services.

Provides leadership in planning and evaluating CON and university special

events.

Leads interprofessional and transdisciplinary research and service

initiatives for the CON and university.

Nationally recognized as a high-caliber teaching advising leader and mentor.

Invited to represent the discipline as an expert to influence national and international

health policy or research.

Serves as an editorial board member for a peer-reviewed journal and/or an invited

grant reviewer for a national agency.

Conveys leadership achievements through faculty profile on the SDSU website.

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Professorial Track: Standards for General Service

All faculty are involved in service roles within the CON, the University, the profession and the community. The general service expectations of tenure track faculty reflect a flexible balance of these three aspects as appropriate to expertise and the linkage to scholarly and clinical expertise. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

Instructor Lecturer Senior Lecturer

Designs, implements and evaluates courses within the curriculum using evidence based

teaching/learning practices.

Develops positively evaluated active earning experiences using technology for

patient care, simulation and instruction.

Demonstrates competence and growth in a field of specialized teaching/practice.

Incorporates rural context and cultural diversity into teaching activities.

Demonstrates content knowledge and teaching effectiveness through positive peer

and student evaluations.

Uses evidence based advising strategies to promote successful advising and program

progression.

Transforms teaching practices in response to changes in the contemporary healthcare

environment and community.

Collaborates to create and evaluate progressive courses within a program based

on accreditation guidelines and standards.

Creates positively evaluated interprofessional learning experiences using

patient care and simulation technology.

Demonstrates mastery in a teaching field of specialization.

Leads initiatives to incorporate rural context and cultural diversity into courses across

the curriculum.

Accepts invitations to review other faculty teaching performance for formative

evaluation and to serve as a mentor.

Mentors other faculty to implement evidence based advising and retention strategies.

Mentors other faculty on methods to adapt teaching practices according to changes in

the contemporary healthcare environment and community.

Recognized nationally for development and evaluation of curricula.

Recognized as an exemplary leader in active learning pedagogies.

Recognized nationally in a teaching field of specialization.

Demonstrates exemplary leadership in rural and diversity education and clinical learning

initiatives.

Leads transformation of curricula based on national standards and program evaluation.

Recognized by peers as a leader in expert advising.

Recognized nationally as a leader in adapting teaching practices in response to changes in the contemporary healthcare

environment and community.

Lecturer Track: Standards for Teaching/Advising

All faculty are involved in teaching and advising roles within the CON. The expectations of lecturer track faculty are to fully engage as teaching/learning scholars who provide exemplary instruction and advising to nursing and health sciences students. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

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Instructor Lecturer Senior Lecturer

Serves as an engaged member and emerging leader of CON committees and

task forces.

Participates as an active member of professional organizations and provides

local or state leadership.

Participates in planning and implementing CON and university events.

Chairs CON committee or task force.

Seeks structured mentorship from faculty in areas of expertise.

Actively contributes professional expertise to professional and community service

projects.

Achieves and maintains national certification and practice expertise for role.

Initiates and maintains faculty profile on SDSU website.

Assumes a leadership role in CON and university committees.

Provides leadership in state and regional organizations focused on practice and

nursing and interprofessional education.

Contributes expertise to planning CON and university events.

Chairs university committee or special projects related to teaching and learning.

Mentors faculty on professional goals, outcomes, and teaching excellence.

Provides consultation and leadership to nursing educational and health sciences

audiences.

Serves as an expert teaching peer-reviewer for faculty.

Actively updates and builds faculty profile on the SDSU website.

Demonstrates outstanding recognized leadership in the CON and the university.

Provides national leadership in nursing and health sciences educational excellence and

innovation.

Provides leadership in planning and evaluating CON and university special

events.

Leads interprofessional initiatives for the CON and the university.

Recognized for leadership in CON and university initiatives on mentorship and

teaching excellence.

Invited to represent the discipline on a national panel or task force as an expert

nurse educator.

Participates in national initiatives related to implementation of accreditation standards.

Conveys leadership achievements through faculty profile on SDSU website.

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Lecturer Track: Standards for General Service

All faculty are involved in service roles within the CON, the University, the profession and the community. The expectations of service for instructors, lecturers, and senior lecturers reflect a flexible balance of these three aspects. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

Clinical Assistant Professor Clinical Associate Professor Clinical Professor

Designs, implements and evaluates courses within the curriculum using evidence based

teaching/learning practices.

Develops positively evaluated active learning experiences using technology for

patient care, simulation and instruction.

Demonstrates competence and growth in a field of specialized teaching and practice.

Incorporates rural context and cultural diversity into teaching activities.

Demonstrates content knowledge and teaching effectiveness through positive peer

and student evaluations.

Mentors undergraduate and graduate student practice innovation projects

effectively.

Uses evidence based advising strategies to promote successful advisement and

progression through the nursing programs.

Collaborates to create and evaluate progressive courses within a program based

on accreditation guidelines and standards.

Creates positively evaluated interprofessional learning experiences using

patient care and simulation technology.

Demonstrates mastery in a teaching and practice field of specialization.

Leads initiatives to incorporate rural context and cultural diversity into courses across

the curriculum.

Accepts invitations to review other faculty teaching performance for formative

evaluation and to serve as a mentor.

Is sought by students to serve as a graduate committee chair or member.

Mentors other faculty to promote student

advisement and successful program progression.

Recognized nationally for development and evaluation of advanced practice nursing and

interprofessional clinical practice curricula.

Recognized as an exemplary leader in active learning pedagogies.

Recognized nationally in a teaching or practice field of specialization.

Demonstrates exemplary leadership in rural and diversity education initiatives.

Leads transformation of curricula based on national standards and program evaluation.

Mentors students to produce peer-reviewed outcomes.

Recognized by peers as a leader in

advising.

Clinical Track: Standards f or Teaching/Advising

All faculty are involved in teaching and advising roles within the CON. The expectations of clinical track faculty for teaching and advising reflect graduate and undergraduate nursing and health sciences instruction and advising of graduate students and undergraduate honors students. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

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Assistant Clinical Professor Associate Clinical Professor Clinical Professor

Develops a scholarship agenda that contributes to the CON priorities.

Participates in translational science teams that relate to the priorities of the CON.

Develops scholarship collaborations with healthcare systems and community partners

that lead to measurable outcomes.

Writes and submits quality intramural and extramural proposals for scholarship of

application in a focused area.

Delivers peer-reviewed podium or poster presentations related to scholarship and

practice expertise.

Publishes peer-reviewed manuscript(s) in a focused area of scholarship/practice.

Offers quality scholarly mentorship to students.

Expands the quality and complexity of scholarship within a specialized area.

Leads translational science teams with a consistent pattern of outcomes.

Scholarly partnerships grow in number and quality of outcomes.

Serves as a principal investigator or project director on a practice change, program, or

evidence based practice grant.

Builds a growing number of related scholarly peer-reviewed presentations at

state, regional or national conferences.

Primary author and co-author on a consistent pattern of peer-reviewed

manuscripts in an area of scholarship.

Mentors students to achieve peer-reviewed scholarly outcomes.

Collaborates extensively with a growing number of regional and national partners in scholarly initiatives.

Leads extramurally funded practice based or translational science initiatives.

Leads externally funded scholarship with regional, national, and international

partners.

Maintains a scholarly agenda with a growing portfolio of extramural funding sources for

scholarship of application initiatives.

Nationally recognized by peers for a strong program of scholarship that impacts

measurable outcomes.

Leads teams that include students, community partners, and faculty with a

consistent pattern of peer-reviewed outcomes.

Recognized as an expert in mentoring practice-based student scholars.

Clinical Track: Standards f or Research, Scholarship and Creative Activity

Clinical track faculty should engage as scholars of scientific application and progressively build an exemplary and nationally-recognized program of evidence based practice, translational science, and/or teaching and learning scholarship that includes students, faculty, and clinical teams. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

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Clinical Assistant Professor Clinical Associate Professor Clinical Associate Professor

Serves as an engaged member and Assumes a leadership role in CON and Demonstrates outstanding recognized emerging leader of CON committees and university committees. leadership in the CON and the university.

task forces.

Participates as an active member of Provides active and engaged leadership in Provides exemplary leadership in national professional organizations and provides state or regional professional organizations. or international professional organizations

local or state leadership. and health services.

Participates in planning and implementing Contributes expertise to planning and CON Provides leadership in planning and CON and university events. and university events. evaluating CON and university special

events.

Chairs CON committee or task force. Chairs university committee or special Leads interprofessional and projects (e.g. program self-study). transdisciplinary initiatives for the CON and

university.

Seeks structured mentorship from faculty in Mentors faculty and on professional goals, Leads CON and university initiatives to areas of expertise. outcomes, and teaching excellence. develop clinical track and other faculty.

Actively contributes scholarly and practice Provides consultation and leadership to Invited to represent the discipline as an expertise to professional and community clinical practice partners and academic expert to influence clinical practice and

service projects. audiences. national and international health policy.

Achieves and maintains national Serves as a peer-reviewer for national Serves as an editorial board member for a certification and practice expertise for role. conferences, funding agencies, and peer-reviewed journal and/or an invited

journals. reviewer for a federal grant agency.

Initiates and maintains faculty profile on the Actively updates and builds faculty profile Conveys leadership achievements through SDSU website. on the SDSU website. faculty profile on SDSU website.

Clinical Track: S tandards f or General Service

All faculty are involved in service roles within the CON, the University, the profession and the community. The general service expectations of clinical track faculty reflect a flexible balance of these three aspects as appropriate to expertise and the linkage to scholarly and clinical expertise. Standards for progressive ranks are inclusive of the standards for prior ranks. These performance standards reflect cumulative expectations over periods of three to five years.

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Clinical Assistant Professor Clinical Associate Professor Clinical Professor

Achieves and maintains national certification as an advanced practice

nurse.*

Designs a plan for clinical practice excellence including measurable goals and

outcomes and evaluation indicators.*

Receives positive and constructive clinical practice evaluation.*

Accepts opportunities to develop expertise relevant to practice and academic role.*

Engages with clinical agencies to educate and promote advanced practice nursing.*

Develops innovations for improved clinical practice.

Serves as a mentor for students and faculty in preparing for or sustaining national certification.

Mentors faculty to plan for clinical practice excellence including measurable goals and

outcomes and evaluation indicators.

Clinical practice evaluation includes system- level or site-based based outcomes.

Is selected for leadership experiences with state and regional certification or clinical

professional organizations.

Collaborates in implementing new models of care or policies to increase efficiency and

effectiveness of patient care.

Leads innovations to achieve excellence in care delivery at practice sites.

Invited to contribute to national guidance documents for clinical practice or nurse

practitioner education.

Creates new models for clinical practice excellence including measurable goals and

outcomes and evaluation indicators for site- based or system level outcomes.

Invited to serve as an expert on innovative faculty practice models and outcomes.

Receives professional recognition or awards for APN excellence from national

organizations.

Recognized as an expert APN leader through invited speaking engagements or national consensus panels or policy work

groups.

Serves as a leader on an interdisciplinary board to improve health care delivery,

quality, and outcomes.

Standards for Assigned P rofessional Service (Advanced Practice Nursing)

Clinical track faculty are advanced practice nurses (APNs) who maintain a practice role to assure continued clinical competence and to meet certification requirements. Faculty members in the professorial track or term instructors may also maintain an APN clinical practice and these standards apply to those roles as reflected in the workload. Standards for progressive ranks includes the standards for prior ranks. *Instructor-level APN faculty performance standards are starred. These performance standards reflect cumulative expectations over periods of three to five years.

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