A Critical Review Of Current Nursing Faculty Practice (original) (raw)
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Faculty Practice: A Concept Analysis
https://www.ijhsr.org/IJHSR\_Vol.7\_Issue.2\_Feb2017/IJHSR\_Abstract.047.html, 2017
Objectives: A clear model and definition of faculty practice remains obscure. Nursing faculties are engaged in challenging, innovative and scholarly practices throughout the world, yet the definition, models, and infrastructure of faculty practice vary at each institution. Positive patient outcomes in patient care and improved clinical skills in both faculty members and students are considered in evaluating faculty practice. Measuring and evaluating faculty practice includes sufficient in number to accomplish the mission, goals and expected programme outcomes in academically and experientially prepared and taught areas. The major focus of this paper is to clarify, explain and define the concept of faculty practice. Methods: A concept analysis of faculty practice was done using the eight steps Walker and Avant method. Initially thirteen articles were reviewed from 1995 to 2016. Ten articles were finally reviewed to deduce the definition of faculty practice. Results: The main antecedents of faculty practice identified include organizational commitment, academic expertise and skill from faculty, students and clinical members. Strong interpersonal relationship between faculty and clinical members, adequate clinical time allocation and recognition of clinical competences by accreditation boards are some of the antecedents. Other authors point adequate resources adaptable and creative clinical areas as antecedents to faculty practice. Attributes of faculty practice includes scholarship of teaching, scholarship of integration, scholarship of discovery and scholarship of practice. The resultant consequences of faculty practice identified were improved clinical knowledge, improved quality of patient care and improved interpersonal relationships between faculty and clinical members. Empirical referents which are fundamental to faculty practice for future nursing research methodology in faculty practice and its enhancement include high quality of life patient scores, good scores on Standard II-D instrument and reduced health care costs. Conclusion: The results and discussion from the analysis of this concept can be utilized as a foundation for developing models, tools and theories for measuring and evaluating faculty practice in nursing education. Despite the complexity of the concept the definition of faculty practice may facilitate a clear understanding and standardization of methods and tools of measuring and evaluating the concept of faculty practice. A wider range of factors that encompass a broad dimension of faculty practice need to be addressed when implementing faculty practice.
An evaluation framework for faculty practice
Nursing Outlook, 2007
Faculty practice is promoted in schools of nursing for the purposes of strengthening the clinical expertise of faculty, maintaining clinically relevant curricula, fostering student learning, and generating revenue. For clinical faculty, this practice often provides the foundation for academic scholarship. The integration of this scholarship into the traditional academic triad of education, research, and service has proved difficult. Pohl et al notes, "In promotion and tenure decisions, 68 percent of faculty reported that practice was weighted less than teaching and research in their institutions." 1 There appears to be an inherent tension between the requirements for scholarly faculty practice and the academic missions of schools of nursing. The purpose of this article is to describe a framework for the evaluation of faculty practice at the Johns Hopkins University School Nursing (JHUSON) and the actions taken to align the scholarship of faculty practice with the academic research mission of the School.
Nursing faculty practice: benefits vs costs
Journal of Advanced Nursing, 1994
The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional Journalling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty administrative support and the recognition of promotion and tenure process of universities.
The experience of faculty practice: Developing and evaluating a newly established program
Nurse Education Today, 2008
While the notion of faculty practice, that is clinical practice by an academic in a health service environment, is not new, Australian Universities have been slow in providing practice environments where academics' theoretical understanding is informed through the service environment. Although there is a plethora of published academic opinion on the benefits, there is a dearth of meaningful data describing the subjective experience of academics that participate in faculty practice. Developing an understanding of the issues academics experience, while on faculty practice, provides a vital opportunity for those seeking to adopt a faculty practice model in their institution. The paper describes the genesis of the faculty practice program and outlines both the benefits and challenges that were encountered during implementation. A program evaluation conducted by an independent consultant indicated that all faculty practice participants found the process to be empowering and revitalising, despite their initial apprehension. The personal and professional gains achieved
Nursing Outlook, 2004
Faculty practice(s) associated with schools of nursing can be defined and structured in many different ways. The purpose of this article is to define faculty practice, discuss the goals of faculty practice, and outline different models of implementation. Case examples from the University of California San Francisco, School of Nursing will illustrate different models of faculty practice. Through an understanding of faculty practice and various structural models, it is anticipated that nursing faculty and clinical partners will have familiar terminology and a common framework from which to evaluate strengths and limitations of different faculty practice arrangements. F aculty practice(s) associated with schools of nursing can be defined and structured in many different ways. The purpose of this article is to define faculty practice, discuss the goals of faculty practice, and outline different models of implementation. Case examples from the University of California San Francisco (UCSF), School of Nursing will illustrate different models of faculty practice. Through an understanding of faculty practice and various structural models, it is anticipated that nursing faculty and clinical partners will have familiar terminology and a common framework from which to evaluate strengths and limitations of different faculty practice arrangements.
Journal of the American Association of Nurse Practitioners, 2015
To better understand the research capacity and productivity of nurse practitioner (NP) faculty, a study was conducted to describe the types of research that have been and are being completed by National Organization of Nurse Practitioner Faculties (NONPF) members. A web-based survey was developed with input from members of the NONPF Research Special Interest Group and the NONPF Board. This 23-question survey included demographic, academic degree, NP population focus, and research-related questions. Three e-mails were sent to NONPF members over a 10-week period of time (late December 2012 to early February 2013). Respondents (N = 344) in the sample were Advanced Practice Registered Nurses with either a Masters, Doctor of Nursing Practice, DNS or PhD as their highest academic degree. Study results demonstrated that current NP faculty research includes a wide breadth of clinical areas studied, types of methodologies used, variety of funding mechanisms, and successful publication record...
A systematic review of faculty development activities in family medicine
Medical Teacher, 2013
Background: Faculty development (FD) has been defined as a planned programme to prepare institutions and faculty members for their roles in the areas of teaching, research, administration and career management. However, there are few generalisable evaluations of FD activities available to help family medicine FD planners to choose the most effective training strategies. Aim: To assess the evidence for the effectiveness of family medicine FD activities. Method: Six electronic databases were searched from 1980 to 2010 and included all articles on FD interventions in family medicine. Hand searching was also undertaken. Results: A total of 4520 articles were identified, 46 fulfilled the search criteria and were reviewed across three domains: (a) Context, i.e. setting, participation and funding. (b) Content/Process, i.e. theoretical framework, focus of intervention/learning outcomes, types of FD intervention and instructional methods. (c) Evaluation using Freeth et al's adaptation of Kirkpatrick's outcome levels. Conclusion: FD activities appear highly valued by the participants, leading to changes in learning and behaviour. Changes in organisational practice and student learning were not frequently reported. The continued success of family medicine FD will depend on the contextual approach/collegial support, adaptability of the programmes, robust evaluation and adequate funding in terms of resources and time.
Faculty evaluations: Diagnostic and therapeutic
Current Surgery, 2004
PURPOSE: An excellent teaching program is one that creates an atmosphere of mentorship, leadership, and professional development. The key to all of these may lie in the faculty evaluation. Currently, favorable faculty evaluations are often rewarded, whereas the more critical evaluations are downplayed and seldom used for faculty development. The purpose of this study is to investigate the efficacy of the faculty evaluation as a diagnostic tool to objectively identify individual strengths and weaknesses. Can such a tool then be used as a therapeutic modality to improve and enhance the faculty as a whole? METHODS: Fourth-and fifth-year surgical residents from 1 residency program were asked to collaboratively define 9 characteristics that make a surgical role model. They then anonymously evaluated each of the 44 teaching attendings on each of the 9 criteria. The results of the evaluations, which consisted of the overall mean scores and SD 1 for each of the 9 criteria, the attending's score and SDs above or below the mean, as well as whether the residents considered them to be a Role Model, were sent to each faculty member as an intervention. Six months after the intervention, the residents evaluated the attendings using the same 9 criteria. Evaluations were collected and analyzed following the same procedure as 6 months prior. T-tests and p-values were calculated to determine any significant differences between the 2 data sets. RESULTS: Based on the results of the pre-intervention evaluations, we were able to delineate faculty members into 3 groups based on their Role Model score. Of the 10 faculty members with the lowest scores (defined as Ͼ1 SD below average), 7 improved after the intervention, 3 of them were statistically significant (2 with p Ͻ 0.05 and 1 with p Ͻ 0.10). In the middle group of 26 faculty members, 1 showed statistically significant improvement (p Ͻ 0.05). Interestingly, this was the faculty member with the lowest score in this group. Six faculty originally in the middle group improved to a score greater than CONCLUSIONS: (1) Faculty evaluations are a diagnostic tool with the ability to select out Role Models from the lower scoring groups. (2) After the intervention, the overall average score improved for all of the 9 criteria that make a Role Model, showing improvement of the faculty as a whole. (3) The therapeutic benefits of faculty evaluations were best seen in the faculty with the lowest scores.
Advances in Health Sciences Education, 2016
Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to support a range of outcomes among individuals and subsystems in the academic health sciences. We conducted retrospective framework analysis of qualitative focus group data gathered from 79 program participants (5 cohorts) over a 10-year period. Additionally, we conducted follow-up interviews with 15 alumni. We represent the interactive relationships among contexts, mechanisms, and outcomes as a ''mandala'' of faculty development. The mandala illustrates the relationship between the immediate program context, and the broader institutional context of academic health sciences, and identifies relevant change mechanisms. Four primary mechanisms were collaborative-reflection, self-reflection and