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.
Department of Public and Community Health, Oxford Brookes University, Oxford, UK.
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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