The Academic Nursing Practice Dean: An Emerging Role

Abstract

This article describes the contributions of academic nursing practice to nursing education; delineates the role characteristics and competencies needed by academic practice deans; and provides examples of the challenges and issues academic practice deans face related to nursing education, research, and practice. While schools' missions vary from a strong focus on education to multiple emphases on education, research, and practice, academic nursing practice has the potential to facilitate achievement in each of these areas. Academic nursing practice deans play important roles in advancing the missions of their schools through the clinical practice activities within the schools. Strong academic nursing practice programs can serve as catalysts for the development and refinement of new models of care delivery and for the development of future nursing leaders who are comfortable with innovation.

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

“…Study findings are congruent with the existing evidence base whereby students at the case study site expect that the nurse lecturer is able to incorporate real-life situations into their teaching (Sebastian et al 2004, Blair 2005 and expect nurse lecturers to have presence within the clinical learning environment (Edwards 2002, Shuttleworth et al 2008, McSharry et al 2010. In reality, there are minimal reported collaborations with students in the practice setting and two extreme situations have emerged.…”

The expectations of two New Zealand health services of the role of Clinical Chairs in nursing and midwifery

“…However, several authors cite enhancement of client care as a general outcome of joint appointments (Acorn, 1991;Ament, 2004;Huttelmyer & Donnelly, 1996). Clinical innovation and modelling of clinical excellence are pivotal to such outcomes (Darbyshire, Downes, Collins, & Dyer, 2004;Gilliss, 2004;Sebastion, Mosley, & Bleich, 2004); these factors however, can be difficult to measure. It is also important to recognised that complex contextual issues can hinder the promotion and development of evidence based practice even though personnel of the clinical professoriate are well situated to advance it (Rowley, 1999).…”

“…Other common capabilities needed in those in faculty-academic practitioners roles, and those who have organisational roles pertaining to them, are relational and communication skills (Acorn, 1991;Beitz & Heinzer, 2000;Dunn & Yates, 2000;Lantz, Reed, & Lewkowitz, 1994;Lumby, 1996;Martin, 1995;Sebastion, Mosley, & Bleich, 2004;Williamson, 2004). Most of these authors emphasise the importance of creating clear communication channels and fostering mutual respect at all level in the clinical service.…”

“…Most of these authors emphasise the importance of creating clear communication channels and fostering mutual respect at all level in the clinical service. Clinical Professors, are expected to demonstrate the general skills required as well as a range of more sophisticated skills (Darbyshire, Downes, Collins, & Dyer, 2004;Fiandt et al, 2004;Lumby, 1996;Sebastion, Mosley, & Bleich, 2004). These are summed up by Sebastion et al, as business entrepreneurship, leadership, collaborative resource development, innovator, mentorship, political savvy and creating an evidence-based climate.…”

Leadership behavior of deans as a determinant of faculty job satisfaction and job commitment

“…It also includes budgeting, creating and revising policies and meetings with college and university affiliates. [1] The Commission on Higher Education (CHED) has several requirements for the proper selection of Deans of Colleges of Nursing. These include the following criteria: (1) full-time in her/his position, (2) a registered nurse, (3) with clinical experience, and (4) with at least five years of experience in teaching, administrative and supervisory positions.…”