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Faculty practice: nurse educators' views and proposed models.

G Just1, E Adams, S DeYoung

  • 1Department of Nursing, William Paterson College, Wayne, New Jersey.

The Journal of Nursing Education
|April 1, 1989
PubMed
Summary
This summary is machine-generated.

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Most nurse educators engage in faculty practice to maintain clinical skills, with lack of time being the main barrier for those not practicing. No differences exist between Associate Degree (AD) and Bachelor of Science in Nursing (BSN) educators.

Area of Science:

  • Nursing Education
  • Faculty Practice Models
  • Healthcare Workforce Research

Background:

  • Faculty practice remains a debated topic among nurse educators, lacking a clear consensus on its definition, purpose, or implementation.
  • Understanding the current landscape of faculty practice is crucial for advancing nursing education and clinical integration.

Purpose of the Study:

  • To explore nurse educators' concepts of faculty practice.
  • To identify the motivations and methods behind faculty practice implementation.
  • To determine differences in faculty practice perceptions between Associate Degree (AD) and Bachelor of Science in Nursing (BSN) educators.

Main Methods:

  • A nationwide survey was conducted with a random sample of 909 AD and BSN educators.
  • The survey aimed to elicit definitions, purposes, and implementation strategies of faculty practice.

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  • Data analysis focused on identifying common themes and differences between educator groups.

    • Main Results:

    • Sixty percent of surveyed nurse educators currently practice nursing, primarily to maintain clinical skills.
    • Lack of time was the most cited reason for the 40% of educators not engaged in practice.
    • No significant differences were found between AD and BSN educators regarding faculty practice definition, implementation, or motivation.

    Conclusions:

    • A consensus definition and conceptual models for faculty practice were developed based on survey findings.
    • The study delineated three models: Nurse-Researcher, Nurse-Clinician, and Nurse-Consultant.
    • Findings provide a foundation for understanding and standardizing faculty practice in nursing education.