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At least 19 recordsLinked to original sources
PubMedDate not supplied

The consistency of change in the development of nursing faculty practice plans.

Nursing faculty practice plans need to be inherently flexible to meet the changing needs of nursing schools and the external clients of the practice plans. The University of Texas-Houston Health Science Center (UT-Houston) School of Nursing has constructed two integrated models of faculty practice to meet the challenges of change. Our linkage model with outside agencies and our academic nursing center provided in excess of one million dollars of support to the School of Nursing in fiscal year 1992-1993. Flexibility in our linkage model is discussed in such areas as the negotiation process for contracts with outside agencies, methods of payment for services, calculations of cost recoveries, methods of setting consultant rate levels, revisions of fund-disbursement policies, and development of fund-tracking systems. UT-Houston School of Nursing's nursing center model is based on a business plan and was established without outside funding assistance. Over time, the areas of concentration have changed because of changing community needs and market conditions. Its revenues depend on marketing efforts by the clinic staff. Evaluation and outcome research, to be based on computerized financial and patient record information systems, are considered critical elements in maintaining the UT-Houston cutting-edge leadership as an academic nursing center.

Academic Medical Centers↗
PubMedDate not supplied

When the mission is teaching: does nursing faculty practice fit?

As nursing faculty practice becomes a part of academic life, nursing programs in liberal arts colleges, where the primary mission is teaching, must document not only that practice is scholarship but also that practice conforms to the teaching mission of the institution. Discussions of scholarly practice from the nursing literature, as well as from Schon and Boyer, serve to validate that nursing faculty practice is scholarship. Attributes of scholarly practice, to be used to evaluate nursing practice outcomes, are identified. Finally, the concept of "scholarship in support of teaching"--the standard used to evaluate scholarship at The College of New Jersey, a medium-sized liberal arts college with a school of nursing--is analyzed as a model to document that nursing faculty practice is not only scholarship but also supports the teaching mission of the institution.

Education, Nursing, Baccalaureate↗
PubMed1986

Professional role synthesis for nursing faculty: a redefinition of faculty practice.

Nursing faculty role is the synthesis of theory, education, practice, and research within a school of nursing environment. This model of nursing faculty role presents a synthesis and implementation of professional nurse role that nursing faculty might use to systematically meet the goals of developing nursing theory based on clinical practice, redefining and evaluating this theory through research, and educating students.

Education, Nursing↗
PubMed2000

A critical review of current nursing faculty practice.

PURPOSE: To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. DATA SOURCES: Thirty-five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. CONCLUSIONS: Faculty practice has become an integral component of faculty-role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive. IMPLICATIONS FOR PRACTICE: Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.

Education, Nursing↗
PubMed1988

Strategies for faculty practice.

Nursing faculty who prepare students for advanced roles in primary care are faced with maintaining their own clinical knowledge and skills at a time when doctoral preparation, research and scholarship are receiving emphasis. This article describes some successful faculty experiences in increasing clinical knowledge and practice while integrating clinical practice into the faculty role.

Clinical Competence↗
PubMed1994

An application of nursing faculty practice: clinical camps.

The incorporation of clinical practice into nursing faculty role expectations has triggered much debate. Despite the urge for the incorporation of practice into faculty roles, past research has demonstrated that the majority of faculties do not in fact include clinical practice. Reasons given for the failure of nurse academics to practise include lack of time, the failure of academia to value the practice, and the failure to include the practice as criteria for tenure and promotion. For faculty practice to occur it has been argued that clinical practice needs to be more a matter of individual intent: adaptable, and creative. Clinical camps provide potential opportunities for clinical practice for faculties. These camps, it is argued, offer the possibility of clinical teaching, promotion of collegial relationships between faculty and health care agencies, development of positive faculty-student relationships, and a valuable research site. For this reason, it is argued that clinical camps be considered a viable venue for faculty practice.

Camping↗
PubMed1989

Faculty practice: nurse educators' views and proposed models.

Faculty practice is an issue that has been extensively debated, yet no consensus about its definition, purposes, or implementation has yet been achieved among nurse educators. This nationwide survey of a random sample of 909 AD and BSN educators was designed to elicit concepts of faculty practice and to find how and why faculty are implementing practice. Sixty percent of the sample are practicing nursing; the reason most frequently given was to maintain clinical skills. The 40% not practicing stated lack of time as the primary reason. Responses demonstrated no differences between AD and BSN educators regarding definition, implementation, and motivation for faculty practice. As a result of the survey, a definition of faculty practice has been formulated and conceptual models of faculty practice delineated. The models that have been developed are the Nurse-Researcher Model, Nurse-Clinician Model, and Nurse-Consultant Model.

Humans↗
PubMed1995

Nursing faculty practice: challenges for the future.

Just as artists need to create their own art, so nursing instructors need to practise nursing. However, traditional educational settings and clinical placements limit the capacity of nursing instructors to practice nursing directly with clients. The creation of a nursing faculty practice model in Canada, whereby teaching roles and responsibilities are combined with clinical practice, is discussed within the context of a community college environment. A nurse-managed health centre is suggested as an innovative practice arena which is more in line with the changes in the health care system.

Alberta↗
PubMed1994

Nursing faculty practice: benefits vs costs.

The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional journaling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty practice, organization and administrative support and the recognition of clinical competence in the promotion and tenure process of universities.

Career Mobility↗
PubMed1998

Integrating psychosocial rehabilitation in a community-based faculty nursing practice.

1. When clients share their experiences with students, the experience helps sensitize students to the stigma of mental illness, and also facilitates the client's recovery. 2. Encouragement from staff, clinicians, other clients, and family members that they can succeed at this next step in what most often motivates a client-consumer to "try" something new or "try again". 3. Client involvement in community activities is effective in normalizing daily life experiences and in breaking down the barrier of stigma.

Adult↗
PubMedDate not supplied

A nursing faculty practice for the severely mentally ill: merging practice with research.

This Faculty Practice developed in response to increasing medical complexity among severely mentally ill adults in community programs. It represents collaboration between an academic nursing program and Progress Foundation, a residential care provider in San Francisco for the severely mentally ill (SMI). Over ten years, the practice and research agenda have evolved together, through a commitment to mutual collaboration by clinicians and researchers from the University of California San Francisco (UCSF) School of Nursing, and the mental health community. Initial efforts at research focused on description of clients and practice. Research efforts have broadened and evolve to include an on-going clinical trial that tests the value of adding active health promotion to primary care. Factors contributing to success included trust among research and clinical faculty and community partners, use of clinical data in the service of practice and education, and relative freedom from fiscal administration. The merging of practice and research increases visibility of nursing contributions and will allow testing of models for care.

Adult↗
PubMedDate not supplied

Nursing faculty practice: an organizational perspective.

After reviewing the faculty practice literature of the 1980s and finding philosophical support for practice but also growing concerns about faculty role overload, the authors report a study to identify organizational factors that influence the role expectations of faculty members about practice. A survey was sent to the deans or directors of all National League for Nursing--accredited baccalaureate nursing programs (n = 462). Of the 356 respondents (78 per cent), 224 (63.3 per cent) reported that their school had practicing faculty, but only 20 schools (8.8 per cent) required practice. Written faculty practice plans were reported by 23 schools (10.2 per cent), and nursing centers by 41 schools. Thirty-six respondents (16 per cent) reported that practicing faculty generated revenue for the school. Practice was required for promotion in 15.8 per cent and for tenure in 15.3 per cent of all schools surveyed. The study showed significant direct relationships between master's and doctoral programs and practicing faculty, but there was an inverse relationship between the presence of a health science center and schools with practicing faculty. Organizational factors relating to both the number and per cent of faculty who practiced included requiring practice, having a practice plan, and having practice as a criterion for promotion and for tenure. Revenue generation and presence of formalized practice arrangements were related to the number of faculty who practiced but not the per cent of the total faculty who practiced. The study's findings have implications for nursing education in designing organizational structures and rewards that support faculty practice.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Nursing faculty practice: a valid sabbatical request?

It is well-recognized and supported in the literature that nursing faculty members often rely on "moonlighting" to keep up their practice skills. The focus of this article is the respectability of sabbatical requests for the purpose of enhancing clinical skills. The author describes personal and professional benefits that can emerge from such an experience, and presents guidelines to develop a proposal for this purpose.

Clinical Competence↗