PMID- 31519343
OWN - NLM
STAT- MEDLINE
DCOM- 20200414
LR  - 20200414
IS  - 1532-8481 (Electronic)
IS  - 8755-7223 (Linking)
VI  - 35
IP  - 5
DP  - 2019 Sep-Oct
TI  - The Role of Interdisciplinary Faculty in Nursing Education: A National Survey.
PG  - 393-397
LID - S8755-7223(19)30039-0 [pii]
LID - 10.1016/j.profnurs.2019.03.001 [doi]
AB  - BACKGROUND: The role of interdisciplinary faculty in schools and colleges of 
      nursing has evolved over time. Historically, integration of interdisciplinary 
      faculty into nursing education was as experts in non-nursing content and to fill 
      a gap created by the lack of doctorally prepared nurses. In the 1980s, Lenz and 
      Morton surveyed Departments, Schools and Colleges of Nursing to explore the role 
      of interdisciplinary faculty in nursing education. PURPOSE: Our study adapted 
      Lenz and Morton's work to examine new trends in faculty composition, while also 
      considering the evolution in nursing education, including the integration of 
      doctor of nursing practice (DNP) prepared faculty. RESULTS: Differences in 
      enrollments, programs offered, and number of faculty and faculty composition were 
      observed between 1988 and 2017. In 1988 the most common disciplines represented 
      were nutrition, education and psychology, while in 2017 the most common 
      disciplines were pharmacology, statistics and biological sciences. The current 
      study shows a decrease of 15% in interdisciplinary faculty educating nursing 
      students, although this finding may be related to differences in sampling 
      techniques. CONCLUSIONS: Integration of interdisciplinary faculty has the 
      potential to enrich nursing education by bringing in a depth of specialized 
      knowledge from other disciplines. Further faculty role-modeling successful 
      interdisciplinary collaboration is another way to prepare nurses for team-based 
      patient care which is an imperative skill in today's health care arena.
CI  - Copyright (c) 2019 Elsevier Inc. All rights reserved.
FAU - Smith, Shelly
AU  - Smith S
AD  - Virginia Commonwealth University, School of Nursing, School of Nursing Building, 
      Sadie Heath Cabaniss Hall, 1100 E Leigh Street, Richmond, VA, United States of 
      America. Electronic address: sporter@vcu.edu.
FAU - Elias, Beth L
AU  - Elias BL
AD  - Murphy Deming College of Health Sciences, Mary Baldwin University, United States 
      of America. Electronic address: blelias@marybaldwin.edu.
FAU - Baernholdt, Marianne
AU  - Baernholdt M
AD  - Virginia Commonwealth University, School of Nursing, School of Nursing Building, 
      Sadie Heath Cabaniss Hall, 1100 E Leigh Street, Richmond, VA, United States of 
      America. Electronic address: mbaernholdt@vcu.edu.
LA  - eng
PT  - Journal Article
DEP - 20190321
PL  - United States
TA  - J Prof Nurs
JT  - Journal of professional nursing : official journal of the American Association of 
      Colleges of Nursing
JID - 8511298
SB  - IM
MH  - Cross-Sectional Studies
MH  - Education, Nursing
MH  - *Faculty, Nursing
MH  - Humans
MH  - Interdisciplinary Studies
MH  - *Patient Care Team
MH  - *Students, Nursing
MH  - Surveys and Questionnaires
OTO - NOTNLM
OT  - Interdisciplinary faculty
OT  - Interprofessional education
OT  - Nursing faculty
EDAT- 2019/09/15 06:00
MHDA- 2020/04/15 06:00
CRDT- 2019/09/15 06:00
PHST- 2018/08/15 00:00 [received]
PHST- 2019/03/12 00:00 [revised]
PHST- 2019/03/20 00:00 [accepted]
PHST- 2019/09/15 06:00 [entrez]
PHST- 2019/09/15 06:00 [pubmed]
PHST- 2020/04/15 06:00 [medline]
AID - S8755-7223(19)30039-0 [pii]
AID - 10.1016/j.profnurs.2019.03.001 [doi]
PST - ppublish
SO  - J Prof Nurs. 2019 Sep-Oct;35(5):393-397. doi: 10.1016/j.profnurs.2019.03.001. 
      Epub 2019 Mar 21.