Redefining Clinical Education: A Scoping Review Of Nursing Faculty Practice Models For Enhanced Clinical Competency

Abstract

Objective: To identify, appraise, and synthesize evidence of faculty practice models that promote clinical competency in nursing education.

Methods: A scoping review methodology was used for this review, for which an extensive literature search was carried out comprehensively in April 2023. The PICO framework was used to develop the research question. The literature was systematically searched from Medline (EBSCO Host), PubMed, CINHAL, Google Scholar, and Pak Medinet from 1979 to 2023 using various keywords and Boolean operators. The inclusion criteria were developed, and only those research studies that focused on the faculty practice model in nursing education were eligible for inclusion. Thematic content analysis was performed to identify the faculty practice models that promote clinical competency in nursing education with key features of the model and its benefits and limitations.

Results: The initial search retrieved 61,107 studies, out of which 173 met the inclusion criteria for which full-text articles were accessed and reviewed; ultimately, 37 studies were selected for scoping review based on the inclusion and exclusion criteria. In total, eight (8) basic models were identified, i.e., unification, collaboration or joint appointment, integration or nursing center, entrepreneurial or linkage, private practice, moonlighting, nurse-faculty group practice and dyad model.

Conclusion: The implementation of faculty practice models in nursing presents a number of challenges that must be addressed to improve patient care. A lack of resources, conflicts with physicians, and concerns about losing one's identity as a faculty member are just a few of the issues that must be addressed.