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Nurse practice centers in academia: an emerging subsystem
1School of Nursing, Radford University, Virginia 24142, USA.
The Journal of Nursing Education
|February 1, 1996
Summary
Academically-based nurse practice centers foster professional nursing by integrating practice, education, and research. Faculty clinical practice and learning opportunities stimulate growth, while time constraints and role ambiguity pose challenges.
Area of Science:
- Nursing Education
- Health Systems Research
- Academic Practice Models
Background:
- Nurse practice centers are established in many US nursing schools.
- Understanding their components and developmental factors is crucial.
Purpose of the Study:
- Identify components of academically-based nurse practice centers.
- Determine forces stimulating and constraining their development.
- Examine the relationship between faculty job satisfaction and center budget.
Main Methods:
- Utilized General Systems Theory as the theoretical framework.
- Identified nurse practice centers as subsystems of healthcare and higher education.
- Surveyed forty nurse practice centers to gather data on components, stimulating/constraining forces, and faculty job satisfaction.
Main Results:
- Nurse practice centers integrate scholarly practice, education, and research.
- Stimulating forces include faculty clinical practice, learning experiences, and service opportunities.
- Constraining forces involve time management and role ambiguity; faculty job satisfaction significantly correlated with center budget (p=0.007).
Conclusions:
- Academically-based nurse practice centers are vital for advancing professional nursing.
- Addressing time management and role ambiguity can enhance center development.
- Adequate budgeting is linked to improved faculty job satisfaction in these centers.