Budden L
Department of Nursing Sciences, James Cook University of North Queensland, Townsville, Australia.
J Adv Nurs. 1994 Jun;19(6):1241-6. doi: 10.1111/j.1365-2648.1994.tb01210.x.
The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional journaling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty practice, organization and administrative support and the recognition of clinical competence in the promotion and tenure process of universities.
护理教育从医院环境向大学领域的转移加剧了理论与实践之间的二分法。护理学者一直在探索通过诸如教师实践等组织结构来保持临床能力和可信度的方法。教师实践是临床环境与大学之间存在的一种正式安排，它允许护理学者进行咨询并提供客户护理，从而产生研究和学术成果。教师实践最重要的优势在于其有潜力通过护理学者运用反思性实践和专业日志记录来促进护理知识的积累并验证理论，这有助于揭开护理复杂元素的神秘面纱并进行分析。教师实践的其他优势包括通过应用先进的知识库以及教师的指导来提高学生的学习和客户护理水平。它还促进了与临床工作人员的沟通，并有助于护理学者的专业发展。为促进教师实践而需要解决的主要障碍包括在护理学者的工作量中分配时间（其中包括咨询和教师实践）、组织和行政支持，以及在大学的晋升和任期过程中对临床能力的认可。
