Growing an innovative faculty-driven management team in a distance-delivery NP education program: Thinking outside the box to meet the nursing education and health needs of northern British Columbia, Canada

Purpose: The purpose of this article is to describe how one university in northern British Columbia (BC) dealt with the issues of nurse practitioner (NP) program administration in light of its geographic context. Data sources: Reflections of the management team during the first 2 years of implementation of the faculty-driven approach. Conclusions: Our experience reflects family NP (FNP) faculty shortages internationally, the challenge of attracting qualified candidates to centers outside the urban mainstream in today's competitive academic job market, as well as the need to develop NP faculty capacity in BC, Canada. The team management approach evolved organically, based on program need, available human resources, and the culture of the faculty. The team approach for program leadership and coordination is a good fit for this NP program. Implications for practice: Implementing the team management approach has allowed the continuation of an NP program situated in a northern Canadian community that is consistent with the program's unique focus in preparing NPs to practice in often-underserved northern, rural, remote, and Aboriginal settings. While the approach provides for continuation of a quality program, it also ensures the availability of graduates well prepared to take up practice challenges in rural and northern communities.