Author Affiliations: BSN Program Director and Clinical Assistant Professor (Mrs Luckenbach) and Leadership Program Director and Clinical Associate Professor (Dr Nelson-Brantley), The University of Kansas School of Nursing; and Affiliate Faculty and Clinical Nurse II (Mrs Ireland-Hoffmann), The University of Kansas Health System, Kansas City.
Nurse Educ. 2021;46(4):245-249. doi: 10.1097/NNE.0000000000000925.
Academic-practice relationships can be integral in advancing high-quality education for prelicensure nursing students. In a midwestern city, the academic health center and school of nursing developed the affiliate faculty model, a viable and sustainable model for clinical education.
This study explores the efficacy of the affiliate faculty model as reported by prelicensure nursing students and affiliate faculty over a 7-year period.
This study used a cross-sectional, descriptive survey design. An electronic survey using a mixed-methods approach was administered to nursing students and affiliate faculty.
Seventy-two students and 25 affiliate faculty participated, agreeing that affiliate faculty prepared students to provide safe care and connect classroom to clinical. Themes included knowledge of the health system, support at the bedside, enjoyment of teaching, and creating "light bulb moments."
The affiliate faculty model strengthens academic-practice partnerships while addressing the nursing faculty shortage.
学术与实践的关系对于推进护理专业学生的高质量教育至关重要。在中西部的一个城市，学术医疗中心和护理学院建立了附属教师模式，这是一种可行且可持续的临床教育模式。
本研究旨在探讨附属教师模式在过去 7 年中对护理专业学生和附属教师的效果。
本研究采用了横断面描述性调查设计。使用混合方法的电子调查向护理学生和附属教师进行了调查。
72 名学生和 25 名附属教师参与了调查，他们一致认为附属教师使学生能够为提供安全护理和将课堂知识与临床实践联系起来做好了准备。主题包括对医疗系统的了解、在床边的支持、教学的乐趣以及创造“顿悟时刻”。
附属教师模式加强了学术与实践的伙伴关系，同时解决了护理教师短缺的问题。
