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Supporting Adjunct Clinical Faculty.

Linda Koharchik1

  • 1Linda Koharchik is a clinical assistant professor and director of adjunct faculty and clinical affairs at Duquesne University School of Nursing, Pittsburgh, PA. Contact author: koharchikl@duq.edu. The author has disclosed no potential conflicts of interest, financial or otherwise.

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Adjunct clinical faculty and preceptors are vital for nursing education. This article explores strategies to enhance their learning and strengthen their ties to nursing schools.

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Area of Science:

  • Nursing Education
  • Clinical Faculty Development

Background:

  • Adjunct clinical faculty and preceptors play a crucial role in training nursing students and new graduates.
  • Effective knowledge transfer in clinical settings is essential for competent nursing practice.

Purpose of the Study:

  • To discuss methods for promoting learning among adjunct clinical faculty.
  • To identify strategies for fostering stronger connections between clinical teachers and employing nursing schools.

Main Methods:

  • Literature review and synthesis of best practices in clinical education.
  • Analysis of existing models for faculty development and institutional partnerships.

Main Results:

  • Several pedagogical approaches can enhance adjunct faculty learning, including mentorship and continuing education.
  • Strategies like regular communication, clear role definition, and faculty recognition improve connections with nursing schools.

Conclusions:

  • Investing in adjunct clinical faculty development benefits nursing students and the profession.
  • Strengthening the relationship between clinical faculty and academic institutions is key to improving nursing education quality.