Facilitators and inhibitors of practice: a faculty perspective

Area of Science:

• Nursing Education
• Faculty Practice
• Healthcare Professional Development

Background:

• Increasing emphasis on integrating faculty practice roles within nursing educational institutions.
• Nursing schools encounter challenges in supporting faculty who wish to engage in clinical practice.
• Limited research exists on factors influencing faculty engagement in practice.

Purpose of the Study:

• To identify and achieve consensus on the primary facilitators and inhibitors of faculty practice.
• To gather insights from practicing faculty regarding their experiences with organizational and personal factors.
• To inform strategies for better supporting faculty practice integration in nursing education.

Main Methods:

• A Delphi procedure was employed to collect expert consensus from practicing faculty.
• Three rounds of data collection were completed by participants.
• The study involved 299 faculty members from 170 nursing schools.

Main Results:

• The top five personal facilitators and inhibitors of faculty practice were identified.
• The top five organizational facilitators and inhibitors of faculty practice were identified.
• Consensus was reached on critical factors impacting faculty engagement in practice.

Conclusions:

• Understanding these facilitators and inhibitors is crucial for nursing schools to effectively support faculty practice.
• The findings provide evidence-based insights for developing supportive policies and structures.
• Addressing identified barriers and leveraging facilitators can enhance faculty practice integration and its benefits.