Clinical Track Faculty: Merits and Issues

Lee, Wonhee; Kim, Cho Ja; Roh, Young Sook; Shin, Hyun‐Tak; Kim, Mi Ja

doi:10.1016/j.profnurs.2006.12.003

Cited by 9 publications

(4 citation statements)

References 17 publications

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“…To reach at optimal patients' outcome and save health care cost, nurse dose including dose (number of nurses or amount of care by nurses), nurse Clinical practicum is a good way to exercise integration knowledge about different perspectives and multiple ways of knowing with discipline specific view. In Korea, clinical practicum is performed by various nursing instructor at levels from nursing faculty members to part time instructor [23]. It is implemented by focusing on nursing process.…”

Section: Significancementioning

confidence: 99%

Redesign of Clinical Practicum for End of Life Care with Integrated Perspectives

Kim¹

2017

OJN

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With the cycling of nursing research, theory, practice, education, and policy making, nursing knowledge has been developed and disseminated. A clinical practicum is a good way to deliver nursing knowledge. Also an area of end-of-life (EOL) care is a good field to integrate nursing knowledge with different perspectives and multiple ways of knowing. The purposes of this paper were 1) to describe nursing knowledge and EOL with an integrated view, 2) to critique the current phenomenon of the field of EOL, and 3) to propose a redesign of the clinical practicum in EOL care. An integrative review was performed as the method of the study. The results showed that the reflection of nursing knowledge from different perspectives regarding EOL may help the nursing discipline develop various nursing knowledge, practice, education, and research. However, this paper shows that recent education is more focused on empirical knowledge, problem-solving approaches with a totality paradigm, and didactic teaching-learning methods. For redesigning the clinical practicum, it is necessary to reestablish a caring relationship between nursing instructors and nursing students. In terms of the teaching-learning process, the human-becoming teaching-learning process is recommended over the nurse-becoming process.

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Section: Significancementioning

confidence: 99%

Redesign of Clinical Practicum for End of Life Care with Integrated Perspectives

Kim¹

2017

OJN

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“…2004, Becker et al. 2007, Williams & Taylor 2008), improving the standard of care (Newland & Truglo‐Londrigan 2003, Lee et al. 2007) and enhancing credibility of the professional role of nursing, (Shuttleworth et al.…”

Section: Introductionmentioning

confidence: 99%

“…Faculty practice is intended to strengthen relationships between clinical and academic sectors, and formalize clinical and academic relationships that currently exist to ensure that they are sustainable, reciprocal in nature, satisfying and promote professional development. Additional benefits of faculty practice gleaned from the literature that are of particular relevance in the Pakistani milieu include maintaining or strengthening clinical competency (Newland & Truglo-Londrigan 2003, Fiandt et al 2004, Saxe et al 2004, Becker et al 2007, Williams & Taylor 2008, improving the standard of care (Newland & Truglo-Londrigan 2003, Lee et al 2007) and enhancing credibility of the professional role of nursing, (Shuttleworth et al 2008, Williams & Taylor 2008 or professional esteem (Newland & Truglo-Londrigan 2003, Shuttleworth et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Faculty practice in a private teaching institution in a developing country: embracing the possibilities

Premji

Lalani

Ajani

et al. 2010

Journal of Advanced Nursing

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“…Significantly, Lee et al (2007) stated that clinical faculty should be distinguished from clinical track faculty. In their definitions, clinical faculty are expected to provide clinical instructions, clinical scholarship, and direct nursing care, whereas clinical track faculty are appointed and promoted by specific criteria by the school and institution.…”

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confidence: 99%

Mentoring Nurse Faculty: Outcomes of a Three-Year Clinical Track Faculty Initiative

Shieh

Cullen

2019

Journal of Professional Nursing

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Clinical track faculty often lack mentoring opportunities needed to develop their scholarship which may hinder their academic promotion. The Clinical Track Faculty Mentoring Initiative was designed to foster scholarship development and academic promotion of clinical assistant professors. Fifteen clinical assistant professors in two cohorts and their mentors participated in the Initiative. Each Cohort lasted two years with one overlapping year. Participating clinical assistant professors were required to attend five check-in meetings, a summer writing workshop, school and university promotion information sessions, and mentor-protégé meetings. Program outcomes were assessed quarterly and they included knowledge of promotion processes, mentorship quality, scholarship productivity, and academic promotion. Scores on knowledge of promotion processes and perceived mentorship quality among participating clinical assistant professors were significantly increased. Participating clinical assistant professors published, on average, 3.33 papers and delivered 6.4 presentations in two years. The Initiative demonstrated an effective mentoring program that incorporated a multimethod approach with clear program goals, strong systems support, and high mentorship quality.

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Clinical Track Faculty: Merits and Issues

Cited by 9 publications

References 17 publications

Redesign of Clinical Practicum for End of Life Care with Integrated Perspectives

Redesign of Clinical Practicum for End of Life Care with Integrated Perspectives

Faculty practice in a private teaching institution in a developing country: embracing the possibilities

Mentoring Nurse Faculty: Outcomes of a Three-Year Clinical Track Faculty Initiative

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