Transitioning from staff nurse to clinical faculty, part 3.

Transitioning from staff nurse to clinical faculty, part 2.

درجه‌ تنش‌ زایی‌ عوامل‌ تنیدگی‌آور آموزش‌ بالینی‌

  Background : Clinical work is important part of nursing teaching. Nursing education to their responsibilities for teaching and researching are also responsible for integrating the knowledge and practice and offering service to community. Complexity of these responsibilities often cause a great deal of psychological stress.   Objective : To determine level of stress perceived by nurse educator...

Clinical faculty: major contributors to the education of new CRNAS--part 2.

This study examines the important contributions of clinical faculty toward the education of the future workforce of Certified Registered Nurse Anesthetists (CRNAs). Differences in workload, work activities and income among clinical faculty, academic faculty and nonfaculty are examined. This is Part 2 of a 2-part column. Part 1, published in the April 2008 AANA Journal discussed salaries, recrui...

Capacity building of midwifery faculty to implement a 3-years midwifery diploma curriculum in Bangladesh: A process evaluation of a mentorship programme.

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery c...

Nursing faculty practice: benefits vs costs.

The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university whic...