Broussard A B, Delahoussaye C P, Poirrier G P
Department of Baccalaureate Nursing, University of Southwestern Louisiana, Lafayette 70506, USA.
J Nurs Educ. 1996 Feb;35(2):82-7. doi: 10.3928/0148-4834-19960201-08.
The practice role of nurse educators has emerged as a mechanism to unite practice, research, and education. The long-term outcome of such a synthesis should be an improvement in the quality of nursing care delivered to clients. Clinically focused nursing research designed by nurse educators who maintain a practice role or nurse clinicians who maintain a teaching role has the potential to unify and thus advance the profession. The authors discuss the historical background from which the practice role evolved, and efforts of recent nursing leaders to facilitate the incorporation of the nursing practice role by educators. Models for faculty practice are identified, and advantages of faculty practice are reviewed. The authors also describe barriers to the establishment of faculty practice, contemporary developments impacting faculty practice, and research needed to advance faculty practice. Nurse educators in many academic communities in the 1990s are discovering that not only must they produce scholarly work in addition to their teaching and service to the university and community, but that they may also be under growing pressure to be engaged in clinical practice. This pressure may be self-imposed or may be an expectation of their colleagues in nursing education or the administrators of their nursing programs. The focus of this research brief will be to describe the historical background from which this "new" role evolved, to discuss strategies or models developed to facilitate the faculty practice role, and to identify faculty practice issues that have emerged with the adoption of this role in academia. An additional focus will be to critically review faculty practice-related research performed since Chicadonz' (1987) review.
护士教育者的实践角色已成为一种将实践、研究和教育结合起来的机制。这种融合的长期成果应该是提高为客户提供的护理质量。由保持实践角色的护士教育者或保持教学角色的护士临床医生设计的以临床为重点的护理研究，有可能统一并推动该专业的发展。作者讨论了实践角色演变的历史背景，以及近期护理领导者为促进教育者融入护理实践角色所做的努力。确定了教师实践的模式，并回顾了教师实践的优势。作者还描述了建立教师实践的障碍、影响教师实践的当代发展以及推进教师实践所需的研究。20世纪90年代，许多学术社区的护士教育者发现，他们不仅要在教学和为大学及社区服务之外还要开展学术工作，而且可能还面临着越来越大的参与临床实践的压力。这种压力可能是自我施加的，也可能是护理教育领域的同事或护理项目管理人员的期望。本研究简报的重点将是描述这一“新”角色演变的历史背景，讨论为促进教师实践角色而制定的策略或模式，并确定随着这一角色在学术界的采用而出现的教师实践问题。另一个重点将是批判性地回顾自奇卡多恩兹（1987年）的综述以来进行的与教师实践相关的研究。
