Faculty Practice as an Educational Strategy Student, Faculty, and Administrator Perspectives

Background:Outcomes data are deficient in demonstrating the impact of faculty practice on education. Purpose:To examine nurse practitioner (NP) student, faculty, and administrator perspectives on faculty practice as an educational strategy. Methods:NP students, faculty, and administrators from 6 different universities were surveyed. Results:A total of 173 students, 25 faculty members, and 11 administrators participated. Results provide information on perspectives of faculty practice as an educational strategy pertaining to evaluation of education outcomes, overall education, didactic education, and clinical education. Conclusion:Faculty practice has educational benefits and brings value to nursing education, although evidentiary support is lacking.

Automated summary

This study examines the perspectives of nurse practitioner (NP) students, faculty, and administrators on faculty practice as an educational strategy. The results show that faculty practice has educational benefits, although there is a lack of evidence to support it.