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The practice role in the academic nursing community
A B Broussard1, C P Delahoussaye, G P Poirrier
1Department of Baccalaureate Nursing, University of Southwestern Louisiana, Lafayette 70506, USA.
The Journal of Nursing Education
|February 1, 1996
Summary
The faculty practice role for nurse educators bridges clinical practice, research, and education. This synthesis aims to enhance nursing care quality and advance the nursing profession through integrated roles.
Area of Science:
- Nursing Education
- Clinical Practice Integration
- Scholarly Inquiry
Background:
- The faculty practice role evolved to connect nursing education with clinical application.
- Nursing leaders have promoted the integration of practice roles for educators.
- The 1990s saw increased pressure on nurse educators to engage in clinical practice alongside academic duties.
Observation:
- Nurse educators face expectations for scholarly work, teaching, service, and clinical engagement.
- This dual role may be driven by self-motivation or institutional/collegial pressure.
- Faculty practice models and their advantages have been identified and reviewed.
Findings:
- The faculty practice role offers potential for unifying nursing practice, research, and education.
- Clinically focused research by nurse educators or clinicians in teaching roles can advance the profession.
- Barriers, contemporary developments, and needed research for faculty practice were examined.
Implications:
- Integrating practice into nursing education can improve the quality of client care.
- The faculty practice role has the potential to elevate the nursing profession.
- Further research is essential to understand and optimize the faculty practice model.