Home About us Contact | |||
Nursing Faculty (nursing + faculty)
Selected AbstractsAcademic Freedom and Academic Duty to Teach Social Justice: A Perspective and Pedagogy for Public Health Nursing FacultyPUBLIC HEALTH NURSING, Issue 2 2007Nancy L. Fahrenwald ABSTRACT Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy. [source] A community-oriented primary care nursing model in an international setting that emphasizes partnershipsJOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 2 2005Elizabeth Sloand BSN Purpose To present an interdisciplinary, community-oriented primary care nursing model that effectively draws upon the strengths of advanced practice nurses (APNs), both nurse practitioners and community health nurses. Data sources Articles in professional nursing journals, international data sources, and the clinical experiences of the authors, both domestic and international. Conclusions The model, developed domestically, was utilized successfully by APNs internationally in a medical mission endeavor in rural Haiti. Many partners, domestic and Haitian, worked as an interdisciplinary team to deliver quality health care to an impoverished population. Graduate nursing students participated in the program, which offered opportunities and challenges for both novice and expert nurses. Implications for practice Nurse practitioners, community health nurses, and nursing faculty members can use this model to enhance their professional practice. They can learn that clients can be optimally cared for whether the community served is domestic or international. Nursing faculty can teach graduate nursing students about the value of partnerships and collaboration. [source] Academic Freedom and Academic Duty to Teach Social Justice: A Perspective and Pedagogy for Public Health Nursing FacultyPUBLIC HEALTH NURSING, Issue 2 2007Nancy L. Fahrenwald ABSTRACT Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy. [source] Collaborative partnerships for nursing faculties and health service providers: what can nursing learn from business literature?JOURNAL OF NURSING MANAGEMENT, Issue 3 2006DIANE BROWN PhD Collaborative partnerships between nursing faculties and health service providers are the cornerstone of successful clinical experience for nursing students. The challenge of providing an optimal learning environment can be enormous given the turbulent and rapidly changing environment in health. The present study uses the business literature to examine what nursing can learn from business about the development of successful collaborative partnerships. The characteristics of sound partnerships are described and a set of best practice guidelines is developed. The guidelines summarize the factors considered to be essential for the effective development of collaborative partnerships. In these times of nursing shortages and high turnover high quality, collaborative partnerships between nursing faculties and the health care sector are seen as a possible solution to optimize clinical learning and therefore graduate preparedness. [source] The establishment of an academic nursing faculty: action research in IsraelINTERNATIONAL NURSING REVIEW, Issue 3 2009D. Arieli phd Aim:, The aim of this paper is twofold: to conceptualize tensions related to the academization of nursing, and to analyse a case study, describing how such tensions were dealt with in the process of establishing a new nursing department. Background:, This paper represents the first stage of a case study of the transformation of a hospital-based nursing school into an academic programme, carried out as a joint venture between a local hospital school and a college in northern Israel. Methods:, This paper is based on action research. The participants were 19 members of the new academic faculty and 3 members of an action research center. Findings:, The three inter-related tensions surfaced in the research process are: (1) the status of nursing and nurses, (2) the role of research and critical thinking in nursing education and practice, and (3) the characteristics of students, who should enrol in and graduate from nursing programmes, or in other words, the character of the ,ideal nurse'. Conclusions:, An action research process enables new teams to put tensions on the table so they can be openly addressed through ongoing reflection, inquiry, learning, evaluation and redesign. [source] Leadership Styles and Nursing Faculty Job Satisfaction in TaiwanJOURNAL OF NURSING SCHOLARSHIP, Issue 4 2005Hsiu-Chin Chen Purpose: To examine nursing faculty job satisfaction and their perceptions of nursing deans' and directors' leadership styles, and to explore how the perceptions of leadership styles relate to faculty job satisfaction in Taiwan. Methods: Descriptive, correlational, and cross-sectional study with self-administered questionnaires. The sample was recruited from 18 nursing programs, and 286 questionnaires were returned. Results: Faculty perceived that Taiwan's nursing deans and directors showed more transformational than transactional leadership. Taiwan's nursing faculty were moderately satisfied in their jobs, and they were more satisfied with deans or directors who practiced the transactional leadership style of contingent reward and the transformational style of individualized consideration. A style with negative effect was passive management by exception. Conclusions: Three types of leadership behaviors explained significant variance (21.2%) in faculty job satisfaction in Taiwan, indicating the need for further attention to training and development for effective leadership behaviors. [source] Attitudes of health sciences faculty members towards interprofessional teamwork and educationMEDICAL EDUCATION, Issue 9 2007Vernon R Curran Objectives, Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork. Methods, A survey was distributed to all faculty members in the medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting using scales adopted from the peer-reviewed literature. Information on the characteristics of the respondents was also collected, including data on gender, prior experience with IPE, age and years of practice experience. Results, A total response rate of 63.0% was achieved. Medicine faculty members reported significantly lower mean scores (P < 0.05) than nursing faculty on attitudes towards IPE, interprofessional teams and interprofessional learning in the academic setting. Female faculty and faculty who reported prior experience in IPE reported significantly higher mean scores (P < 0.05). Neither age, years of practice experience nor experience as a health professional educator appeared to be related to overall attitudinal responses towards IPE or interprofessional teamwork. Conclusions, The findings have implications for both the advancement of IPE within academic institutions and strategies to promote faculty development initiatives. In terms of IPE evaluation, the findings also highlight the importance of measuring baseline attitudinal constructs as part of systematic evaluative activities when introducing new IPE initiatives within academic settings. [source] Who Is Going to Teach Undergraduate Clinicals?NURSING FORUM, Issue 3 2000Deolinda Mignor In 1990, the Carnegie Foundation for the Advancement of Teaching published Scholarship Reconsidered: Priorities for the Professorate, a report written by Earnest Boyer. The report questions traditional attitudes within universities related to faculty expectations in teaching, research, and service. The report states that for purposes of tenure and promotion, teaching and service are consistently underrated. It suggested that, within the university setting, furthering a discipline's scholarship does not depend solely on research, and that teaching and service can rival research in contributing to a discipline's scholarship. This article addressees this issue as it relates to nursing faculty. [source] |