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

Kelly Gonzales, Le Ann Holmes, Abbey Klein, Alyson Hanish, Leeza Struwe

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)214-219
Number of pages6
JournalNurse educator
Issue number4
StatePublished - Jul 1 2023


  • clinical education
  • clinical practice
  • education outcomes
  • nurse practitioner education
  • nursing faculty

ASJC Scopus subject areas

  • General Nursing
  • Education
  • Fundamentals and skills
  • LPN and LVN


Dive into the research topics of 'Faculty Practice as an Educational Strategy: Student, Faculty, and Administrator Perspectives'. Together they form a unique fingerprint.

Cite this