Preparing the next generation of nurse leaders in education, science, and practice: Lessons from four Robert Wood Johnson Foundation programs.

Background: Recent articles have described the challenges in developing nurse leaders to advance nursing science, improve health, healthcare, and health equity, and build the next generation of nurses. Over the past 25 years, the Robert Wood Johnson Foundation (RWJF) has implemented many programs to develop nurse leaders to address these challenges.

Purpose: This article shares lessons learned from four RWJF programs and how the authors recommend those lessons can be applied today.

Scholars' experiences with faculty mentoring: Robert Wood Johnson Foundation Future of Nursing Scholars Program.

Background: The Robert Wood Johnson Foundation Future of Nursing Scholars program supported nurses to complete PhDs in 3 years. Support mechanisms included mentoring by the program office and school faculty, and leadership development activities.

Purpose: To describe scholars' perspectives of mentoring received by faculty during the accelerated timeline.

The Robert Wood Johnson Foundation Future of Nursing Scholars program: The scholar experience.

Background: Robert Wood Johnson Foundation Future of Nursing Scholars program used multi-pronged approach to support nurses completing accelerated PhD programs.

Purpose: The purpose of this manuscript was to describe scholars' experiences completing PhDs, their dissertation characteristics, program leadership development sessions, scholar perceptions of program components.

Methods: Of 201 scholars, 157 (78%) completed quantitative exit surveys, providing: satisfaction with doctoral programs and FNS curricula, types of dissertation data used, dissertation formats.

Three-year nursing PhD curricula content among schools participating in the Future of Nursing Scholars Program.

Background: The Robert Wood Johnson Foundation (RWJF) Future of Nursing Scholars program (FNS) supported 45 nursing schools to create or adapt their PhD curricula to facilitate students completing a PhD degree in 3-years.

Purpose: This analysis characterized the PhD program curricula of 45 schools. Differences in curricula were examined based on school characteristics.

The impact of the Robert Wood Johnson Foundation Future of Nursing Scholars Program on scholars, schools and nursing science.

Background: The Future of Nursing Scholars program prepared a cadre of PhD prepared nurses for long-term careers advancing science and discovery, strengthening nursing education, and leading transformational change in health care.

Purpose: The purpose of this manuscript was to describe the program's impact on Scholars' outcomes, nursing schools, and perceived impact on nursing science.

Methods: An independent program evaluation was conducted, including interviewing representatives from schools and reviewing Scholars' Curriculum Vitae.

The Robert Wood Johnson Foundation Future of Nursing Scholars program: An overview.

Background: Following the 2010 report, "The Future of Nursing: Leading Change, Advancing Health," Robert Wood Johnson Foundation created the Future of Nursing Scholars program to increase the number of PhD-prepared nurses who could assume leadership roles earlier in their careers by shortening the PhD education trajectory and developing leadership skills.

Purpose: The purpose of this paper is to describe the state of the field at program launch, the program development, and operations.

Methods: A descriptive narrative was used, which relied on literature review focused on nursing PhD program completion and presentation of FNS program objectives and findings.

Leveraging a funding collaborative to develop more PhD prepared nurse scientists and leaders.

Background: Over its almost 50 year history, The Robert Wood Johnson Foundation (RWJF) has provided about $500M to nursing initiatives focused on education, practice, policy and leadership development. While RWJF was most often the sole funder of many of these initiatives, it has also joined with others to create a larger and more sustained impact on particularly challenging nursing, health, and health care issues.

Purpose: The purpose of this article was to describe the challenges and opportunities of a unique funding collaborative developed to engage new partners, increase the visibility of doctoral nursing education and increase funding of the RWJF Future of Nursing Scholars program to develop more PhD prepared nurses and nurse faculty.

Emerging roles for research intensive Ph.D. prepared nurses as leaders and innovators: Views from funders/sponsors.

Given the complexity and rapidly changing pace of 21st-century healthcare, the need for research intensive Ph.D. prepared nurses has never been greater.

Transitioning back to faculty roles after being a Robert Wood Johnson Foundation Nurse Faculty Scholar: Challenges and opportunities.

Background: There is a dearth of literature describing factors supporting a successful transition from a career-development fellowship to resumption of the full complement of faculty roles.

Purpose: Because little is known about the transition back to the full faculty role, a subset of Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholars (NFS) was interviewed to evaluate the self-identified challenges and opportunities that the scholars faced and factors contributing to their success when they reassumed the full faculty role.

Methods: A subset of scholars from cohorts beginning the RWJF NFS program between 2008 and 2012 (n = 10) was interviewed by members of the NFS National Advisory Committee.

Developing Emerging Leaders to Support Team-Based Primary Care.

Teams are increasingly used to deliver high-quality, accessible primary care, yet few leadership programs support the development of team-based care leadership capabilities. The 12-month Emerging Leaders program presents a prototype for how interdisciplinary training targeting frontline staff might be implemented. Emerging Leaders training included didactic content, mentorship, applied peer-to-peer learning, and personal leadership development components delivered in person and virtually.

Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

Background: The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage.

Purpose: The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation.

Methods: Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars.

Registered Nurses in Primary Care: Emerging New Roles and Contributions to Team-Based Care in High-Performing Practices.

The years since the passage of the Affordable Care Act have seen substantial changes in the organization and delivery of primary care. These changes have emphasized greater team involvement in care and expansion of the roles of each team member including registered nurses (RNs). This study examined the roles of RNs in 30 exemplary primary care practices.

Effective team-based primary care: observations from innovative practices.

Background: Team-based care is now recognized as an essential feature of high quality primary care, but there is limited empiric evidence to guide practice transformation. The purpose of this paper is to describe advances in the configuration and deployment of practice teams based on in-depth study of 30 primary care practices viewed as innovators in team-based care.

Methods: As part of LEAP, a national program of the Robert Wood Johnson Foundation, primary care experts nominated 227 innovative primary care practices.

Round Six Of Partners Investing In Nursing's Future: Implications For The Health Sector, Policy Makers, And Foundations.

In its 2011 report on the future of nursing, the Institute of Medicine issued recommendations to position nursing to meet the challenges of twenty-first-century health care. Following release of the report, the Robert Wood Johnson Foundation funded eleven local and regional partnerships of nurses, foundations, and other stakeholders to begin implementing some of the recommendations in their regions. A qualitative evaluation of these partnerships found that although not all goals were met, most of the partnerships achieved meaningful gains.

The emerging primary care workforce: preliminary observations from the primary care team: learning from effective ambulatory practices project.

Many primary care practices are changing the roles played by the members of their health care teams. The purpose of this article is to describe some of these new roles, using the authors' preliminary observations from 25 site visits to high-performing primary care practices across the United States in 2012-2013. These sites visits, to practices using their workforce creatively, were part of the Robert Wood Johnson Foundation-funded initiative, The Primary Care Team: Learning From Effective Ambulatory Practices.

The New Jersey Nursing Initiative: building sustainable collaboration.

The New Jersey Nursing Initiative was publically launched in 2009 as a 5-year, $22 million program of the Robert Wood Johnson Foundation based at the New Jersey Chamber of Commerce Foundation. It was reauthorized in 2011 through 2016 for an additional $8.5 million.

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

Background: When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many.

Objective: To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI.

Design: ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials.

Educating interprofessional learners for quality, safety and systems improvement.

Most health professionals in training, as well as those in practice, lack the knowledge and skills they need to play an effective role in systems improvement. Until very recently, these competencies were not included in formal (or informal) educational curricula. Interprofessional collaboration - another core competency needed for successful systems improvement - is also inadequately taught and learned.

Preparing faculty to teach managing care competencies: lessons learned from a national faculty development program.

Background: Although competencies for managing care are often described in the medical literature, educators have been slow to integrate these competencies into clinical curricula. Backlash against managed care has created a skeptical educational environment. Many faculty feel unprepared to teach the competencies in clinical settings.

Evaluation of a faculty development program in managing care.

Purpose: To evaluate a faculty development program that teaches quality improvement and cost-effectiveness.

Method: From October 2000 to February 2001, a two-part faculty development program was offered to 39 physicians from 19 U.S.