Evaluation of Clinical Competency of Clinical Nursing Faculty

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Journal of Nursing Education


Editor's Note: In this issue of JNE, we bring you several articles related to faculty practice. Anne Broussard and her associates see faculty practice as a means to unite research, education and practice, with a long-term goal of improvement in the quality of nursing care delivered to clients. Their review of the literature clearly describes extant models for faculty practice and many of the contemporary issues related to faculty practice. Academic nursing centers are increasingly being seen as one mechanism for faculty practice opportunities and for support of clinical nursing research. Marilyn Frenn and her associates summarize a recent symposium on nursing centers presented at the Midwest Nursing Research Society, describing the significance of these centers in nursing practice and research, in modeling nurse managed care and as a cornerstone of health care reform. Now, in 1996, we are increasingly seeing faculty practice conceived as a potential revenue stream for schools of nursing. While obviously a worthwhile goal, we can never lose sight of the primary aims of practice within a school of nursing: maintenance of faculty competence, testing of new models of nursing care delivery, provision of services to client groups who would otherwise not receive needed care, and a clinical laboratory where the goals of socially responsible practice can be fully realized.