University of Nebraska Medical Center, Omaha, NE, USA.
J Nurs Educ. 2013 Aug;52(8):453-61. doi: 10.3928/01484834-20130722-02.
This article examines development opportunities for faculty teaching in Doctor of Nursing Practice (DNP) programs. Although faculty development for DNP programs is similar to that of other academic programs, faculty may need different strategies for teaching, scholarship, and service because DNP programs focus on translation of science into practice, systems-level changes, clinical scholarship, and the highest levels of advanced nursing practice. Faculty and student collaboration across DNP and PhD programs provide new approaches for translating research into practice and generating practice questions in need of further scientific development. Specific faculty development strategies for facilitating this collaboration are essential. Capstone projects pose special opportunities for faculty development due to the integration of these projects within diverse practice environments, with differing expectations, regulations, and pacing compared with research. Linking new care delivery models with health informatics is expected to facilitate rapid translation of research and development of improvements in practice.
本文探讨了在护理实践博士（DNP）项目中教学的教师发展机会。尽管 DNP 项目的教师发展与其他学术项目相似，但由于 DNP 项目专注于将科学转化为实践、系统层面的变革、临床学术以及最高级别的高级护理实践，教师可能需要不同的教学、学术和服务策略。DNP 和 PhD 项目中的教师和学生合作提供了将研究转化为实践和提出需要进一步科学发展的实践问题的新方法。促进这种合作的具体教师发展策略至关重要。由于这些项目整合在不同的实践环境中，与研究相比，其具有不同的期望、规定和节奏，因此顶点项目为教师发展提供了特殊机会。将新的护理模式与健康信息学联系起来有望促进研究的快速转化和实践的改进。
