Abstract
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.