Faculty Practice: A Concept Analysis
Journal Title: International Journal of Health Sciences and Research - Year 2017, Vol 7, Issue 2
Abstract
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.
Authors and Affiliations
Simba Gwariro
Keywords
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