A faculty-practice program: three perspectives

Area of Science:

• Nursing Education
• Healthcare Administration
• Clinical Research

Background:

• A faculty-practice program was established in 1990 between an urban nursing school and a teaching hospital.
• The program was modeled after a successful initiative at Cedar Crest College.
• Two full-time faculty joint appointees hold 12-month contracts: Associate Director for Nursing Research/Clinical Nurse Researcher (CNR) and Associate Director for Nursing Administration.

Purpose of the Study:

• To explore the benefits and challenges of faculty-practice appointments.
• To examine these aspects from the viewpoints of the Chief Nurse Executive, Dean of the School of Nursing, and the Joint Appointee (CNR).
• To detail the roles and functions of the joint appointee, including researcher, teacher, consultant, collaborator, and grant writer.

Main Methods:

• The study analyzes the faculty-practice program from multiple stakeholder perspectives.
• It includes descriptions of the roles and functions of the joint appointee.
• Position descriptions for each joint appointment are provided.

Main Results:

• Benefits and challenges of the faculty-practice model are discussed from administrative and clinical research viewpoints.
• The multifaceted roles of the joint appointee are detailed, highlighting their contributions to research, education, and practice.
• Insights into the operational dynamics and value of such academic-nursing collaborations are presented.

Conclusions:

• Faculty-practice programs offer a valuable framework for integrating academic and clinical nursing settings.
• Successful implementation requires clear role definitions and mutual understanding between institutions.
• These partnerships can enhance nursing research, education, and patient care outcomes.