The consistency of change in the development of nursing faculty practice plans

McNiel, Nancy O.; Mackey, Thomas A.

doi:10.1016/s8755-7223(95)80023-9

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…The clinicians, administrators, and researchers remain university employees and are not paid directly by the agency 16 . The revenue generated is available to the nursing school and is used to hire backup faculty to cover absences 44 . A university salary, a salary supplement for faculty practice, and bene ts are provided to the faculty member 43 .…”

Section: Resultsmentioning

confidence: 99%

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

Khowaja-Punjwani,

Baig,

Ali

2023

Preprint

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Background The future of nursing education in Pakistan depends on faculty practice. Faculty practice is recognized as an important component of nursing education by the American Association of Colleges of Nursing. There is no consensus on one definition of faulty practice or its advantages and disadvantages; therefore, more empirical data are needed to support faculty practice. New faculty practice models need to be identified/developed, as clinical teaching is not considered a part of faculty practice. Objective To identify, appraise, and synthesize evidence of faculty practice models that promote clinical competency in nursing education. Methods A scoping review methodology was used for this review, for which an extensive literature search was carried out comprehensively in April 2023. The PICO framework was used to develop the research question. The literature was systematically searched from Medline (EBSCO Host), PubMed, CINHAL, Google Scholar, and Pak Medinet from 1979 to 2023 using various keywords and Boolean operators. The inclusion criteria were developed, and only those research studies that focused on the faculty practice model in nursing education were eligible for inclusion. Thematic content analysis was performed to identify the faculty practice models that promote clinical competency in nursing education with key features of the model and its benefits and limitations. Results The initial search retrieved 61,107 studies, out of which 173 met the inclusion criteria for which full-text articles were accessed and reviewed; ultimately, 37 studies were selected for scoping review based on the inclusion and exclusion criteria. In total, eight (8) basic models were identified, i.e., unification, collaboration or joint appointment, integration or nursing center, entrepreneurial or linkage, private practice, moonlighting, nurse-faculty group practice and dyad model. Conclusion The implementation of faculty practice models in nursing presents a number of challenges that must be addressed to improve patient care. A lack of resources, conflicts with physicians, and concerns about losing one's identity as a faculty member are just a few of the issues that must be addressed.

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Section: Resultsmentioning

confidence: 99%

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

Khowaja-Punjwani,

Baig,

Ali

2023

Preprint

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“…In more than one instance, contracts were negotiated between the school and clinical agency for the services of faculty members. The members remain employed by the school and are not directly reimbursed by the agencies (McNiel, & Mackey, 1995;Spitzer, 1997). A faculty practice fund can be established for each practicing faculty member, providing a salary supplement for expenses incurred because of faculty practice (McNiel, & Mackey, 1995).…”

Section: Faculty Role Integrationmentioning

confidence: 99%

“…Although practice is required for promotion and tenure in most schools, many authors have chosen not to discuss this volatile issue. Other authors describe valuing faculty practice (Busby et al, 1996;Craig, 1996;McNiel, & Mackey, 1995;Parsons, Felton, & Chassie, 1996), but do not identify evaluation criteria. One author addresses the issue as a profound grievance of the faculty and notes that it has not been addressed constructively by the school to the approval of the faculty (Bailey, 1995).…”

Section: Faculty Role Integrationmentioning

confidence: 99%

“…Merit points can communicate this value when awarded to faculty participating in the faculty practice plan during annual evaluations (Craig, 1996). Likewise, it can be rewarded in the school's promotion and tenure policies (Busby et al, 1996;McNiel, & Mackey, 1995).…”

Section: Faculty Role Integrationmentioning

confidence: 99%

“…In addition, faculty practice can be encouraged (Craig, 1996;McNiel, & Mackey, 1995) or required (Parsons, Felton, & Chassie, 1996) by an educational institution. By not expecting individual faculty members to take part in all areas of scholarship, but rather encouraging those on the tenure pathway to emphasize discovery, integration and teaching, and those on the clinical pathway to emphasize application, integration and teaching (University of Texas-Houston School of Nursing Policies, 1994 as cited in McNiel, & Mackey, 1995), faculty practice can be encouraged while remaining manageable. Additionally, the requirement of faculty practice can be phased in gradually.…”

Section: Faculty Role Integrationmentioning

confidence: 99%

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A Critical Review Of Current Nursing Faculty Practice

Sawyer

Alexander

Gordon

et al. 2000

Journal of the American Academy of Nurse Practitioners

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PURPOSE To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. DATA SOURCES Thirty‐five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. CONCLUSIONS Faculty practice has become an integral component of faculty‐role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive.

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Should nurse academics engage in clinical practice?

Elliott

Wall

2008

Nurse Education Today

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The consistency of change in the development of nursing faculty practice plans

Cited by 10 publications

References 4 publications

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

A Critical Review Of Current Nursing Faculty Practice

Should nurse academics engage in clinical practice?

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