Faculty practice: a model to bridge the theory-practice divide.
It has been suggested that as a result of nurse education withdrawing from the clinical setting and becoming established in institutions of higher education, there has been a separation of theory from practice. Recognition of the theory-practice gap by clinicians and professional bodies has led to calls for nurse educators to retain a clinical focus. Faculty practice is described and critically discussed as a model of practice to bridge the theory-practice divide. In this article, the author presents the results of a 6-month pilot study to implement such a model within a community trust, and suggests that the development of such initiatives will foster collaborative working and improve nurse education and patient care.
Allen
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Department of Public and Community Health, Oxford Brookes University, Oxford, UK.
D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D003152:Community Health Nursing / Q000193:education* / Q000458:organization & administration; D003299:Cooperative Behavior; D006801:Humans; D007400:Interprofessional Relations; D016294:Models, Nursing; D024802:Nurse's Role; D015402:Nursing Education Research; D009734:Nursing Faculty Practice / Q000458:organization & administration*; D015404:Nursing Methodology Research; D009740:Nursing Staff / Q000523:psychology; D009742:Nursing Theory; D010865:Pilot Projects; D015397:Program Evaluation; D011795:Surveys and Questionnaires