Unification of nursing education and service

Marriner, Ann

doi:10.1097/00006216-198300810-00009

Cited by 4 publications

(6 citation statements)

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“…Model 01: Uni cation Model For uni cation, 11 studies were identi ed that focused on description of the model 2,3,9,11,16,30,32,36,40,41,42 .…”

Section: Resultsmentioning

confidence: 99%

“…Service agencies bene t from the collaboration or joint appointment faculty practice model in a variety of ways, including staff educational opportunities, cost savings, new perspectives on clinic administration and management, and the research application to improve practice 11,39,42 . Furthermore, the model encourages collaboration between nursing education and service, giving faculty the opportunity to conduct research, in uence patient care quality, and improve student learning 2,21 .…”

Section: Resultsmentioning

confidence: 99%

“…The faculty practice model, in which faculty members have joint appointments at both academic and service institutions, saves money but may leave faculty members with less time for academic responsibilities such as teaching 11,39 . The equitable distribution of faculty responsibilities across both settings is critical to avoiding burnout and resentment caused by unrealistic time and energy demands 2,42 . Because of the time and energy requirements, the joint appointment model has been viewed negatively 30 .…”

Section: Resultsmentioning

confidence: 99%

“…Rochester began a uni cation model in 1972, with the same administration, governing board, and budget, and joint appointments for education and service were made. Clinical directors were in charge of both education and practice [40][41][42] . Since 1972, the uni cation model has worked to achieve excellence in nursing practice, education, and research.…”

Section: Resultsmentioning

confidence: 99%

“…The Faculty Practice Model encounters di culties as a result of con icting demands between service, teaching, and/or research because the major customer in the clinical context (the client) differs from the primary consumer at the academic institution (the student) 11 . Furthermore, a heavy workload can lead to burnout and resentment due to unrealistic time and energy demands 30,42 . The equitable distribution of faculty within educational and service settings, as well as the division of responsibilities, is required 2 .…”

Section: Resultsmentioning

confidence: 99%

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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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“…Model 01: Uni cation Model For uni cation, 11 studies were identi ed that focused on description of the model 2,3,9,11,16,30,32,36,40,41,42 .…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

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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Family Practice in Home Health Care: A New Education and Service Relationship in Process

Murray

Hackbarth

Sojka

et al. 1987

QRB - Quality Review Bulletin

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Increasing Research Capacity in a Safety Net Setting Through an Academic Clinical Partnership

Carthon

Holland

Gamble

et al. 2017

JONA: The Journal of Nursing Administration

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Safety net settings care for a disproportionate share of low-resource patients often have fewer resources to invest in nursing research. To address this dilemma, an academic-clinical partnership was formed in an effort to increase nursing research capacity at a safety net setting. Penn Presbyterian Medical Center and the Center for Health Outcomes and Policy Research located at the University of Pennsylvania partnered researchers and baccalaureate-prepared nurses in an 18-month research skill development program. This article describes the programmatic design, conceptual framework, resource requirements, and effect on the institutional partners and participants.

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Unification of nursing education and service

Cited by 4 publications

References 0 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

Family Practice in Home Health Care: A New Education and Service Relationship in Process

Increasing Research Capacity in a Safety Net Setting Through an Academic Clinical Partnership

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