Alyson Luckenbach1, Heather Nelson-Brantley, Ginger Ireland-Hoffmann. 1. 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.
Abstract
BACKGROUND: 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. PURPOSE: This study explores the efficacy of the affiliate faculty model as reported by prelicensure nursing students and affiliate faculty over a 7-year period. METHODS: 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. RESULTS: 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." CONCLUSIONS: The affiliate faculty model strengthens academic-practice partnerships while addressing the nursing faculty shortage.
BACKGROUND: 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. PURPOSE: This study explores the efficacy of the affiliate faculty model as reported by prelicensure nursing students and affiliate faculty over a 7-year period. METHODS: 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. RESULTS: 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." CONCLUSIONS: The affiliate faculty model strengthens academic-practice partnerships while addressing the nursing faculty shortage.