Faculty practice: how it enhances teaching.
This article is a presentation of the two authors' views on faculty practice and how both have operationalized the practice option. Both describe how the practice option has positively affected their teaching and their students' learning in a university baccalaureate nursing program located in the midwestern United States. The authors are full-time, master's prepared faculty members who have been in the faculty practice track for 2 years. Both teach in the junior year of a 4-year baccalaureate program. The first author (D.M.G.) is a staff nurse who works in a community hospital and serves on the hospital's clinical nursing research committee. The second author (C.R.S.) is a clinical research nurse coordinator who performs and manages pharmaceutical trials at multiple inpatient and outpatient locations. In this article, the authors examine faculty practice in general and the various models currently used. In addition, they explain their individual academic positions, the duties and responsibilities accompanying each of their practice roles, and the integration of those practice experiences into their clinical and classroom learning.
Good
D M
DM
The University of Akron, College of Nursing, Ohio, USA.
Schubert
C R
CR
D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000639:trends; D006801:Humans; D009734:Nursing Faculty Practice / Q000639:trends*; D015399:Nursing Research; D013663:Teaching