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The experience of undertaking faculty practice.

Anne Pegram1, Lorraine Robinson

  • 1Thames Valley University, Nurse Education Centre, Royal Berkshire Hospital, London Road, Reading, RG1 5AN.

Nurse Education in Practice
|November 28, 2008
PubMed
Summary
This summary is machine-generated.

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This study explores faculty practice models for nurse teachers in the UK. Initial experiences highlight challenges in gaining access and professional issues in care delivery, suggesting a need for further evaluation.

Area of Science:

  • Nursing Education
  • Clinical Practice
  • Faculty Development

Background:

  • The role of nurse teachers in clinical practice is under review.
  • Existing models include liaison lecturer and lecturer practitioner roles.
  • Faculty practice, originating in North America, lacks UK-specific research.

Purpose of the Study:

  • To explore the initial experiences of implementing a faculty practice model in the UK.
  • To identify key themes and challenges associated with this model.
  • To inform the adaptation and evaluation of faculty practice in UK nursing education.

Main Methods:

  • Exploration of first-hand experiences with faculty practice.
  • Qualitative analysis of emerging themes.
  • Identification of challenges in access and professional practice.

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Main Results:

  • Gaining access to clinical settings presented initial challenges.
  • Professional issues arose concerning the delivery of care within the faculty practice model.
  • The need for collaboration with healthcare trusts and patients was identified.

Conclusions:

  • Faculty practice offers a potential model for maintaining clinical competence in nurse educators.
  • Addressing access and professional integration is crucial for successful implementation.
  • Further evaluation with stakeholders, including patients, is recommended.