Developing the academic nursing practice in the midst of new realities in higher education

Karen L. Miller, Michael R. Bleich, Donna Hathaway, Carol Warren

Research output: Contribution to journalReview article

8 Citations (Scopus)

Abstract

The academic nursing practice has a role in replenishing the diminished resources that confront higher education and, if well conceived and managed, is a viable option to support existing academic program stability and growth. An alternative model for defining the academic practice - beyond traditional nurse-managed centers - is presented in this article. The cohesive interconnection of the education, research, and practice missions is addressed with examples of how each contributes to a variety of communities of interest and expands professional nursing roles through innovative care model testing and development. With effective business planning and infrastructure support, faculty practice plans can evolve to a second generation, with heightened societal accountability for service, academic, and collaborative research outcomes.

Original languageEnglish (US)
Pages (from-to)55-59
Number of pages5
JournalJournal of Nursing Education
Volume43
Issue number2
DOIs
StatePublished - Jan 1 2004

Fingerprint

Nursing
nursing
Education
Professional Role
Social Responsibility
education
Nurses
Outcome Assessment (Health Care)
interconnection
Growth
Research
nurse
infrastructure
responsibility
planning
resources
community

All Science Journal Classification (ASJC) codes

  • Nursing(all)
  • Education

Cite this

Developing the academic nursing practice in the midst of new realities in higher education. / Miller, Karen L.; Bleich, Michael R.; Hathaway, Donna; Warren, Carol.

In: Journal of Nursing Education, Vol. 43, No. 2, 01.01.2004, p. 55-59.

Research output: Contribution to journalReview article

Miller, Karen L. ; Bleich, Michael R. ; Hathaway, Donna ; Warren, Carol. / Developing the academic nursing practice in the midst of new realities in higher education. In: Journal of Nursing Education. 2004 ; Vol. 43, No. 2. pp. 55-59.
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