Faculty practice: A new perspective on academic competence

The new, universal scholarly faculty practice plan at the Columbia University School of Nursing evolved from an analysis of the factors influencing nursing practice and education. Begun as part of a three-pronged revitalization effort for the school, the project explores new partnerships in nursing education and service as a means of addressing the crisis in delivery of nursing services and education. Experiences from existing models for faculty practice, fiscal implications for educational programming, and management of academic and practice commitments are major factors in the analysis. This article discusses the process by which the faculty seeks to maintain the teaching of clinical excellence in a changing national market for nursing education. Specific issues discussed include differences in faculty ideologies, determining teaching/practice ratios, and strategies for implementation. Samples of individual faculty practices and a discussion of evaluation and recognition of issues are also included.