Nursing Faculty Practice Research Articles

Partnership to Increase Care Access Through Mobile Outreach to Migrant Farm Communities: A Feasibility Study

Abstract: Background: Health care access for migrant farmworkers is limited given the nature of seasonal farm work, including migration patterns, capacity, and availability of local community health services. Consideration of these contextual elements when exploring a community–academic partnership to increase access to care for migrant farmworkers is essential. Objective: Explore the partnerships and processes for integrating nursing faculty and students from a regional public university’s school of nursing into a farmworker health outreach program’s mobile clinic process. Methods: A feasibility study was undertaken using Bowen et al.’s feasibility framework. Results: Integrating faculty and students into the farmworker health outreach program’s mobile clinic process was determined to be feasible. Conclusions: Integrating faculty providers and students into a farmworker outreach program’s mobile health process has several nuances requiring consideration before operationalizing the partnership, including nursing faculty practice (e.g., credentialing, malpractice insurance), student clinical placement processes, the farmworker outreach program’s processes, and farmworker availability.

Navigating the crossroads of nursing faculty practice

Opportunities and challenges

Leveraging a Successful Faculty Practice Model to Recruit and Retain Early-Career Nurse Faculty.

The shortage of nursing faculty is well documented as are the challenges of attracting and retaining early-career faculty, in part, due to difficulties transitioning expert clinicians into faculty roles. There is little guidance in the literature describing successful formal transition models. An urban College of Nursing Faculty Practice (CON FP) underwent an operational redesign beginning in 2014, resulting in an intentional success: a pipeline for attracting and developing early-career faculty. This article describes how the CON FP leverages faculty practice to develop early-career faculty. Across a 6-year time span, at least 20 early-career CON FP clinicians have transitioned to full-time faculty roles. In addition, CON FP clinicians provide more than 75 000 direct care nursing services and support more than 25 000 student clinical and project hours annually. We offer this early-career faculty practice pipeline model as a solution for attracting and growing a contemporary nursing faculty workforce.

Optimization of faculty practice.

Nursing faculty practice encompasses multiple roles including direct and indirect provision of nursing/clinical services, research, education, consultation, administration, and other collaborative agreements. While faculty practice is encouraged by both American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties, not all universities and colleges incorporate faculty practice as part of academia. The purpose of this paper is to discuss how one midwestern University optimized faculty practice over a four-year period by improving supporting infrastructure, contracts, aligning faculty and practice partners, and accountability. Pertinent data, decisions, and processes for each area are described here as well as the management of revenue generated.

Nurse Residents' Perception of Nursing Residency Program in Egypt

Background: Nursing shortage has been an issue of concern globally and in Egypt. New graduate nurses have difficulties during transition from student nurse to professional nurse due to gap between nursing faculty education and practice requirements. Nursing Residency Program is a new graduate program structured to expand clinical and professional competencies for nurses to enhance a smooth transition to nursing practice and prepare high calibers in nursing profession which will reflect positively on nursing care. The aim of this study was to explore the nurse residents' perception of nursing residency program in Egypt. Design: A descriptive research design was used in this study. Sample: The study subjects included (67) nurse residents' (22) from Helwan University, (8) from Ain Shams University and (37) from Assiut University. Tools: Two tools were used for data collection included: Nurse residents' Knowledge questionnaire toassess nurse resident knowledge about nursing residency program and Nurse residents' perception questionnaire to assess the nurse residents perception of nursing residency program in Egypt. Results: The study results revealed that nurse residents had sufficient knowledge and positive perception about nursing residency program. Conclusion: The study concluded that there was a positive correlation between knowledge and perception scores. Recommendation: Based on the study findings, it is needed to disseminate the nursing residency regulation to all faculties of nursing in Egypt to follow it.

A comparative study on nursing professional values between nursing school faculty and clinical nursing tutors

Objective To explore and compare the current status of nursing professional value of nursing school faculty and clinical nursing tutors, then to analyze the potential reasons of the difference on nursing professional value. Methods A total of 59 nursing school faculty and 146 clinical nursing tutors were recruited by convenient sampling. Nurses professional values scale-revised (NPVS-R) and a self-designed information questionnaire were adopted to measure the teachers' nursing professional value and collect their demographic data from May to July 2015. Results The outcome showed that the total score of NPVS-R of nursing school faculty was (88.92±14.90) points, and the average score of each item was (3.42±0.57) points, while the total score of clinical nursing tutors was (103.61±12.31) points, and the average score of each item was (3.99±0.47) points. Domain Trust got the highest mean score and domain Activism got the lowest in both groups. Nursing school faculty had a lower professional value than that of clinical nursing tutors (P 0.05) . Conclusions The nursing professional value of nursing school faculty and clinical nursing tutors are in an above-average level overall. But nursing professional value of nursing school faculty still needs to be improved. In order to enhance the cultivation of nursing talents, maintain stability of the nursing staff team and improve the nursing quality, nursing school and faculty themselves should take measures to improve the nursing professional values. Key words: Faculty, nursing college; Nursing faculty practice; Clinical nursing tutors; Professional value

Removal of nursing faculty practice barriers in academia: an evidence-based model.

The goal of this faculty practice model is to provide a clinical practice site for faculty and provide clinical instruction for baccalaureate nursing students and primary health care services to an underserved, uninsured population in a nonprofit outpatient clinic setting. Community partnerships include a regional university, the city housing authority, local hospitals, the tri-county dental association, the United Way, and other community organizations. The facility is provided by the city housing authority, and the laboratory and diagnostic services are provided by the local hospital. The clinic nurse practitioners are university faculty, and clinical time is part of the faculty workload. Many barriers have been overcome, including lack of funding, increased faculty workloads, and proration of the state's allocation for higher education. Because the organization was initially set up as a nonprofit organization, federal, state, and local grants are available.

Integrating Faith and Health in the Care of Persons Experiencing Homelessness Using the Parish Nursing Faculty Practice Model

This article describes the Parish Nurse Faculty Practice Model (PNFPM), which provides care to a medically underserved, high-risk homeless population at a community-based, multipartner service center. The PNFPM offers a holistic integrated approach to care of the mind, body, and spirit and encourages those who are homeless to draw on their faith to improve their health. The faculty practice integrates faith and spirituality as a way to improve health and decrease health disparities using Healthy People 2010's Focus Areas to guide the practice. A variety of approaches are used including art therapy, cognitive behavioral approaches, exercise and health behavior strategies, screenings, advocacy, and referrals. This PNFPM can be replicated by others working with persons who are homeless or other underserved populations.

Cuidados de enfermagem integrando ensino: problemas na sua construção?

The integral formation of Health Professionals, in particular Nursing Professionals, constitutes a fundamental task, since in addition to the theoretical aspects we found the practice, and that is because they have to give priority to the Teaching – Welfare Integration. With the purpose of evaluating the dimension of the welfare integration teaching nursing care, an exploratory study was made, applying an open questionnaire to the Supervisor Nurses of a Hospital in Chile. It was detected that the nurses are conscious of this integration, they agree in its existence, but have little clarity on its principles. Also they detect deficiencies: lack of information, absence of the teacher for evaluating the student and lack of motivation by the side of the academy towards the welfare nurses. It was concluded the necessity for Nursing on counting with a renewed Teaching – Welfare Integration, in order to fulfill suitable conditions for the integral development of the Nursing students.Key words: Teaching Care Integration Services, Nursing Education, Nursing Faculty Practice.

Professor in Residence Program: A Nursing Faculty Practice

The Interdisciplinary Health Research Consultant-Professor in Residence Program is a partnership between the University of Medicine and Dentistry of New Jersey (UMDNJ) School of Nursing (SN), the New Jersey Joanna Briggs Institute (JBI) Center for Evidence Based Practice, and Morristown Memorial Hospital/Atlantic Health (MMH/AH). It provides MMH with the expert research and evidence-based practice (EBP) consultation and affiliation of a UMDNJ-SN faculty member and the resources of the New Jersey JBI Center for Evidence Based Practice. For the participating SN faculty member, it provides a clinical laboratory to pursue an individualized program of scientific research and scholarly publication. This research scholar works closely with the MMH/AH to (a) identify and evaluate existing mechanisms to support interdisciplinary health research and EBP at MMH; (b) develop and implement new mechanisms to support interdisciplinary health research and EBP; (c) implement the findings of published research using EBP strategies; (d) replicate interdisciplinary research studies; (e) conduct original interdisciplinary research studies; (f) seek intra- or extramural funding to support interdisciplinary research studies; and (g) support requirements for American Nurses' Credentialing Center accreditation for Magnet designation. The program has been successful in its first year of implementation.

Strategic planning for UCSF's community health nursing faculty practices

The University of California, San Francisco (UCSF) School of Nursing, Department of Community Health Systems has established advanced practice nursing faculty practices for the purpose of promoting the mission and vision of the School of Nursing and the Department; and building community alliances with San Francisco Bay Area agencies dedicated to providing health care to vulnerable populations. Given the growth of the UCSF faculty practices, there is an ongoing need to analyze and plan for faculty practices to meet teaching, research, and community service goals from a fiscally sustainable and business-oriented perspective. In this article, the authors define and underscore the value of strategic planning, and delineate the importance for well-articulated mission and vision statements. Additionally, strategic planning processes and methods are highlighted as well as impact and outcomes from the strategic planning phases. The University of California, San Francisco (UCSF) School of Nursing, Department of Community Health Systems has established advanced practice nursing faculty practices for the purpose of promoting the mission and vision of the School of Nursing and the Department; and building community alliances with San Francisco Bay Area agencies dedicated to providing health care to vulnerable populations. Given the growth of the UCSF faculty practices, there is an ongoing need to analyze and plan for faculty practices to meet teaching, research, and community service goals from a fiscally sustainable and business-oriented perspective. In this article, the authors define and underscore the value of strategic planning, and delineate the importance for well-articulated mission and vision statements. Additionally, strategic planning processes and methods are highlighted as well as impact and outcomes from the strategic planning phases. JoAnne M. Saxe is a Clinical Professor and Director, Adult Nurse Practitioner Program at the University of California, San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA. Barbara J. Burgel is a Clinical Professor and Clinical Director, UCSF Community Occupational Health Project at the University of California, San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA. Geraldine M. Collins-Bride is a Clinical Professor and Clinical Director, Nursing Faculty Practice at the Progress Foundation at the University of California, San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA. Suzan Stringari-Murray is an Associate Clinical Professor and Clinical Contact Person, Marin County Health and Human Services HIV/AIDS Specialty Clinic and Hepatitis C (HCV) program at the University of California, San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA. Patricia Dennehy is an Assistant Clinical Professor and Managing Director of Glide Health Services at the University of California, San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA. William Holzemer is a Professor, Department Chairperson (1996-2001) at the University of California San Francisco, School of Nursing Department of Community Health Systems, San Francisco, CA.

What is faculty practice?

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. 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. JoAnne M. Saxe is a Clinical Professor and Director, Adult Nurse Practitioner Program, at the Department of Community Health Systems, University of California, San Francisco, School of Nursing San Francisco, CA. Barbara J. Burgel is a Clinical Professor and Clinical Director, UCSF Community Occupational Health Project, at the Department of Community Health Systems, University of California San Francisco, School of Nursing San Francisco, CA. Suzan Stringari-Murray is an Associate Clinical Professor and Clinical Contact Person, Marin County Health and Human Services HIV/AIDS Specialty Clinic and Hepatitis C (HCV) Program, at the Department of Community Health Systems, University of California San Francisco, School of Nursing San Francisco, CA. Geraldine M. Collins-Bride is a Clinical Professor and Clinical Director, Nursing Faculty Practice at the Progress Foundation, at the Department of Community Health Systems, University of California San Francisco, School of Nursing San Francisco, CA. Patricia Dennehy is an Assistant Clinical Professor and Clinical Managing Director of Glide Health Services, at the Department of Community Health Systems, University of California San Francisco, School of Nursing San Francisco, CA. Susan Janson is a Professor, Faculty Practice, UCSF, Ambulatory Care Clinics, Chest Faculty Practice, at the Department of Community Health Systems, University of California San Francisco, School of Nursing San Francisco, CA. Janice Humphreys is an Associate Professor, Faculty Practice, Valencia Health Services, at the Department of Family Health Care Nursing, University of California San Francisco, School of Nursing San Francisco, CA. Helen Martin is a Clinical Director, Valencia Health Services, Assistant Clinical Professor at the University of California San Francisco, School of Nursing San Francisco, CA. Brenda Roberts is an Academic Coordinator and Vice Chair, at the Department of Family Health Care Nursing, University of California San Francisco, School of Nursing San Francisco, CA.

A nursing faculty practice for the severely mentally ill: Merging practice with research

A nursing faculty practice for the severely mentally ill: Merging practice with research

A nursing faculty practice for the severely mentally ill: Merging practice with research

This Faculty Practice developed in response to increasing medical complexity among severely mentally ill adults in community programs. It represents collaboration between an academic nursing program and Progress Foundation, a residential care provider in San Francisco for the severely mentally ill (SMI). Over ten years, the practice and research agenda have evolved together, through a commitment to mutual collaboration by clinicians and researchers from the University of California San Francisco (UCSF) School of Nursing, and the mental health community. Initial efforts at research focused on description of clients and practice. Research efforts have broadened and evolve to include an on-going clinical trial that tests the value of adding active health promotion to primary care. Factors contributing to success included trust among research and clinical faculty and community partners, use of clinical data in the service of practice and education, and relative freedom from fiscal administration. The merging of practice and research increases visibility of nursing contributions and will allow testing of models for care.

Faculty practice and health policy: implications for leaders in nursing education.

This article describes the effects of selected health policies at federal, state, local, and institutional levels on the Mountain City Extended Hours Health Center, a rural nursing faculty practice of the College of Nursing at East Tennessee State University. A description of the ways in which nurse leaders have influenced and shaped health policy through the clinic is also presented. Rural health clinic legislation, state policies on advanced nursing practice, local government decisions, and institutional policies are among those factors considered. Suggestions for nurse leaders to maximize success in achieving policy goals are presented.

Contractual issues for faculty practice.

Contracts are a common foundation for faculty practice relationships between a college of nursing and other agencies. Although the legal format of a contract is relatively standardized, the process of contracting entails decisions and issues that increase its complexity. Little is available in the faculty practice literature that addresses contracts and contractual issues as a comprehensive whole. This article contains discussions of nursing faculty practice contractual issues such as the elements of a contract as a framework, including competent parties, offer, consideration, and acceptance. Evaluation of contract performance is addressed and alternatives for decision making and problem resolutions are suggested throughout. J Prof Nurs 17:173-179, 2001.

Vanderbilt School of Nursing Faculty Practice Program

Vanderbilt School of Nursing Faculty Practice Program

A critical review of current nursing faculty practice.

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. 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. 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. Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.

When the mission is teaching: does nursing faculty practice fit?

As nursing faculty practice becomes a part of academic life, nursing programs in liberal arts colleges, where the primary mission is teaching, must document not only that practice is scholarship but also that practice conforms to the teaching mission of the institution. Discussions of scholarly practice from the nursing literature, as well as from Schon and Boyer, serve to validate that nursing faculty practice is scholarship. Attributes of scholarly practice, to be used to evaluate nursing practice outcomes, are identified. Finally, the concept of "scholarship in support of teaching"--the standard used to evaluate scholarship at The College of New Jersey, a medium-sized liberal arts college with a school of nursing--is analyzed as a model to document that nursing faculty practice is not only scholarship but also supports the teaching mission of the institution.

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

Nursing faculty practice plans need to be inherently flexible to meet the changing needs of nursing schools and the external clients of the practice plans. The University of Texas-Houston Health Science Center (UT-Houston) School of Nursing has constructed two integrated models of faculty practice to meet the challenges of change. Our linkage model with outside agencies and our academic nursing center provided in excess of one million dollars of support to the School of Nursing in fiscal year 1992-1993. Flexibility in our linkage model is discussed in such areas as the negotiation process for contracts with outside agencies, methods of payment for services, calculations of cost recoveries, methods of setting consultant rate levels, revisions of fund-disbursement policies, and development of fund-tracking systems. UT-Houston School of Nursing's nursing center model is based on a business plan and was established without outside funding assistance. Over time, the areas of concentration have changed because of changing community needs and market conditions. Its revenues depend on marketing efforts by the clinic staff. Evaluation and outcome research, to be based on computerized financial and patient record information systems, are considered critical elements in maintaining the UT-Houston cutting-edge leadership as an academic nursing center.