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Related Experiment Videos

Joint appointments in practice positions

C M Hutelmyer, G F Donnelly

    Nursing Administration Quarterly
    |January 1, 1996
    PubMed
    Summary
    This summary is machine-generated.

    Faculty practice integration in nursing education and service is evolving. A new practitioner educator role offers benefits for both academic and clinical settings, enhancing advanced practice nursing leadership.

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    Area of Science:

    • Nursing Education
    • Nursing Practice
    • Healthcare Delivery

    Background:

    • Faculty practice is a long-standing value in nursing education and service.
    • Recent educational reforms create opportunities to reward practice within universities.
    • Evolving healthcare demands necessitate expert practitioners and advanced practice nursing leadership.

    Purpose of the Study:

    • To review the history of education-practice integration in nursing.
    • To introduce a novel practitioner educator role (reverse joint appointee).
    • To discuss the advantages of this role for both educational and practice domains.

    Main Methods:

    • Historical review of nursing education-practice integration.
    • Conceptualization and presentation of the practitioner educator role.

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  • Discussion of benefits derived from the proposed role.

    • Main Results:

    • The practitioner educator model offers a framework for integrating academic and clinical roles.
    • This role can enhance the development of expert practitioners and leaders in advanced practice nursing.
    • Mutual benefits are identified for nursing education and clinical practice settings.

    Conclusions:

    • The practitioner educator role represents a strategic advancement in faculty practice.
    • This model addresses the need for skilled leadership in advanced practice nursing.
    • Successful implementation can strengthen the synergy between nursing education and healthcare delivery.