BACKGROUND: The evolution of nursing education requires a combination of strong academic faculty and expert clinicians. Different professional growth and development pathways are necessary to build a robust faculty with clinical and research expertise. Some schools have implemented a formal clinical track (CT) to complement the traditional tenure track for the professional advancement of CT.
METHODS: The article presents a case example of how one institution maintains and advances a strong CT using the Kotter Change Model and discusses future directions.
RESULTS: The school\'s infrastructure for promotion, which follows a similar structure and guidelines as Tenure Track (TT) Promotion and Tenure Guidelines, has led to an increase in the school\'s scholarly productivity among CT faculty across ranks. Increasing poster and podium presentations as well as publications to a national and international audience results in greater reach and improved reputation for the school, both nationally and internationally.
CONCLUSIONS: While there is still work to be done to advance equity and inclusion for nursing CTs, developing and maintaining a CT with system-level structures holds significant value and provides a clear path to promotion, invests in clinical scholarship, and includes clinical faculty as full citizens in academia.

Launching an academic career in breast imaging presents both challenges and opportunities for the newly graduated trainee. A strategic plan aligned with one\'s personal strengths and interests facilitates career success and professional satisfaction. Academic departments offer multiple tracks to accommodate diverse faculty goals. The specific requirements of various tracks vary across institutions. The clinician-educator track typically encourages a focus on medical education and educational scholarship. The clinician-investigator or clinician-scholar track supports original research and grant-funded clinical trials. Finally, the clinical and clinician-administrator tracks allow for emphasis on clinical program development and leadership. As definitions of scholarship broaden, many opportunities are accessible to demonstrate excellence in the traditional areas of clinical practice, education, and research, as well as the broader fields of leadership and administration. Departmental and national society resources that advance knowledge in one\'s chosen area of interest are available and should be explored. Mentorship and sponsorship can provide valuable insight into identifying such resources and devising a plan for sustainable career success and work-life integration.

BACKGROUND: The clinical track is a newer concept for universities traditionally placing a hefty emphasis on research and funding.
OBJECTIVE: Guidelines should ensure equitable criteria for promotion of practicing faculty reflect teaching, scholarship, and academic outreach milestones.
METHODS: This article describes the process, challenges, and overall experience of developing clinical track promotion guidelines within a research-focused university setting.
RESULTS: The department\'s outdated clinical track promotion guidelines were revised to reflect current roles of clinical faculty.
CONCLUSIONS: As DNP and clinically focused advanced practice faculty flood into 4-year academic settings, universities must ensure that criteria for promotion reflects clear and equitable teaching, scholarship, and academic outreach milestones.
CONCLUSIONS: The recent influx of DNP clinical faculty and advanced nursing practice faculty roles requires an overhaul of outdated guidelines.