Preparing clinically expert faculty educators: an academic partnership model.

Autor: Guttman MS; Fairleigh Dickinson University, Henry P. Becton School of Nursing & Allied Health, Teaneck, NJ 07666, USA. guttman@fdu.edu, Parietti ES, Reineke PR, Mahoney J
Jazyk: angličtina
Zdroj: Journal of professional nursing : official journal of the American Association of Colleges of Nursing [J Prof Nurs] 2011 Nov-Dec; Vol. 27 (6), pp. e103-7.
DOI: 10.1016/j.profnurs.2011.08.010
Abstrakt: To increase nursing education capacity in New Jersey, the Robert Wood Johnson Foundation (RWJF) New Jersey Nursing Initiative (NJNI) awarded grants to prepare graduate nursing students to become clinically expert faculty. The purpose of this article was to describe the experiences of a collaborative partnership in preparing 14 scholars for the faculty role. The partnership developed two innovative models of preparing faculty with clinical expertise. The curriculum of the Fairleigh Dickinson University Adult Nurse Practitioner program was enhanced with education courses and intensive teaching practicum. The curriculum of the Monmouth University Nursing Education program was enhanced with more intensive clinical immersion in a selected concentration. Both models were based on the National League for Nursing nurse educator competencies (J. A. Halstead, 2007). The RWJF scholars were socialized into the faculty role from the start of the program through curricular and extracurricular activities. To date, all components of the enhanced curriculum were implemented with plans for sustaining the programs and partnership. Of 14 scholars, 4 graduated, and 10 are on track to graduate as projected. The curriculum enhancements improved two successful master's programs preparing graduates for not one, but two advanced practice roles.
(Copyright © 2011 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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