TY - JOUR
T1 - Faculty practice
T2 - Facilitation of clinical integrations into the academic triad model
AU - Newland, Jamesetta A.
AU - Truglio-Londrigan, Marie
N1 - Funding Information:
In 1975 the nurse practitioner faculty at the LSN were faced with 3 major problems: (1) limited clinical practice sites focusing on primary health care for student experiences, (2) both limited practice models and clinical sites for faculty practice, and (3) inadequate primary health care services at Pace University (Shortridge, 1985) . A solution was the establishment of the Clinical Practice Unit, supported in concept by university officials and funded partially by The Robert Wood Johnson Foundation from 1977 to 1985. Dual appointments facilitated faculty practice and the number of faculty practicing in the Clinical Practice Unit grew in the early years. Faculty members practiced 1 to 6 hours per week through release time from their teaching workload. They provided a wide range of primary care services (Shortridge).
Funding Information:
In response to increased and consistent requests for services from the outside community, the Primary Health Care Associates (PHCA) was established in 1997. The PHCA provides an avenue for faculty practice and student clinical experiences through contractual arrangements with community partnering agencies. Contracts for available primary health care services and financial commitments vary by site. The Center for Nursing Research and Clinical Practice, now the Center for Nursing Research, Clinical Practice, and International Affairs, facilitates the operations of the PHCA. The PHCA provides oversight for University Health Care (formerly the University Health Care Unit) and Community Health Care divisions. Additional funding from the Hugoton Foundation and the Division of Nursing at the Department of Health and Human Services helps support the practice efforts.
PY - 2003
Y1 - 2003
N2 - This article presents a brief overview of the historic evolution of nursing faculty practice, with an emphasis on the integration of practice into the traditional academic triad model of teaching, scholarship, and service. Different practice models are discussed and the pros and cons of faculty practice are reviewed. An evaluation of the more than 25 years of faculty practice at the Lienhard School of Nursing, Pace University, is presented as an exemplar. This analysis was based on survey results and informal interviews. Two major outcomes are discussed: the formation of a support group for faculty who are practicing and a recommendation for a University-wide cultural shift.
AB - This article presents a brief overview of the historic evolution of nursing faculty practice, with an emphasis on the integration of practice into the traditional academic triad model of teaching, scholarship, and service. Different practice models are discussed and the pros and cons of faculty practice are reviewed. An evaluation of the more than 25 years of faculty practice at the Lienhard School of Nursing, Pace University, is presented as an exemplar. This analysis was based on survey results and informal interviews. Two major outcomes are discussed: the formation of a support group for faculty who are practicing and a recommendation for a University-wide cultural shift.
KW - Academic culture
KW - Academic triad model
KW - Faculty practice
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U2 - 10.1016/S8755-7223(03)00101-7
DO - 10.1016/S8755-7223(03)00101-7
M3 - Article
C2 - 14613066
AN - SCOPUS:0344897283
SN - 8755-7223
VL - 19
SP - 269
EP - 278
JO - Journal of Professional Nursing
JF - Journal of Professional Nursing
IS - 5
ER -