The Attending Nurse: An Evolving Model for Integrating Nursing Education and Practice
Terry Fulmer*, Eloise Cathcart, Kimberly Glassman, Wendy Budin, Madeline Naegle, Nancy Van Devanter
Identifiers and Pagination:Year: 2011
First Page: 9
Last Page: 13
Publisher ID: TONURSJ-5-9
Article History:Received Date: 25/10/2010
Revision Received Date: 11/1/2011
Acceptance Date: 12/1/2011
Electronic publication date: 24/2/2011
Collection year: 2011
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
The discipline of nursing continues to evolve in keeping with the dramatic expansion of scientific knowledge, technology, and a concomitant increase in complexity of patient care in all practice settings. Changing patient demographics require complex planning for co-morbidities associated with chronic diseases and life-saving advances that have altered mortality in ways never before imagined. These changes in practice, coupled with findings from sophisticated nursing research and the continuous development of new nursing knowledge, call for realignments of the relationships among academic faculty in schools of nursing, advanced practice nurse administrators, and staff nurses at the forefront of practice. This article offers a model designed to bridge the gaps among academic settings, administrative offices and the euphemistic “bedsides” where staff nurses practice. Here we describe the nurse attending model in place at the New York University Langone Medical Center (NYULMC) and provide qualitative data that support progress in our work.