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Faculty practice: dilemmas and solutions.

G Joachim1

  • 1University of British Columbia, Vancouver, Canada.

Journal of Advanced Nursing
|May 1, 1988
PubMed
Summary

University nursing educators often do not maintain clinical practice. This paper explores the reasons, consequences, and dilemmas, offering solutions for this complex issue in nursing education.

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Area of Science:

  • Nursing Education
  • Clinical Practice
  • Higher Education

Background:

  • Nursing educators in universities primarily focus on teaching, research, and service.
  • A significant gap exists between academic roles and clinical practice for many nursing faculty.
  • This disconnect has broad implications for nursing education and the profession.

Purpose of the Study:

  • To examine the reasons why university nursing educators do not maintain clinical practice.
  • To analyze the consequences of this lack of practice for educators and the nursing profession.
  • To discuss the challenges and propose solutions to encourage faculty engagement in clinical practice.

Main Methods:

  • Historical perspective analysis of nursing faculty practice.
  • Review of consequences associated with non-practice.
  • Discussion of dilemmas impacting faculty practice.
  • Identification and proposal of solutions.

Main Results:

  • The reasons for non-practice are diverse and multifaceted.
  • The consequences of nursing educators not practicing are extensive.
  • Specific dilemmas hinder faculty participation in clinical settings.
  • Viable solutions exist to address this issue.

Conclusions:

  • Bridging the gap between academic and clinical roles is crucial for nursing education.
  • Addressing the barriers to clinical practice can enhance faculty expertise and relevance.
  • Implementing proposed solutions can strengthen the connection between nursing education and practice.

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