A proposal for aligning course content with clinical practice by appointing APRNs at a practice organization with volunary joint faculty roles at the partner academic organization.
Academic Partner: University of Kentucky School of Nursing
Practice Partner(s): Norton Healthcare
Implementation Status: Implemented
Implementation Date: 2014-2020
Brief Summary
In this academic–practice partnership, Advanced Practice Registered Nurses (APRNs) employed by Norton Healthcare took on joint roles that included teaching in DNP programs at the University of Kentucky College of Nursing. APRNs who met academic requirements were appointed as voluntary adjunct faculty members and co-taught courses with university instructors while continuing their clinical practice. Their dual roles helped align course content with current clinical practice, strengthened collaboration between the two organizations, and supported learner readiness for advanced practice roles (Howard et al., 2020).
Guiding Principles Alignment
This case model aligns with AACN/AONL Guiding Principles by promoting shared accountability, reciprocal benefit, and alignment between academic preparation and clinical practice. Joint faculty appointments strengthened collaboration between academic and practice partners, ensured instructional relevance, and supported consistent expectations for learner performance. Clear role definition, governance structures, and institutional support enabled sustainable engagement across settings while advancing education, workforce development, and patient care goals.
Problem Statement & Goals
Problem/Need Identified:
Academic programs faced challenges ensuring that DNP coursework reflected current clinical practice, while practice organizations sought stronger alignment between educational preparation and real-world expectations. APRNs often had limited opportunities to engage in teaching while maintaining clinical roles. There was a need for structured academic–practice roles that allowed clinicians to teach, support learners across settings, and strengthen collaboration without creating unsustainable workload demands.
Goals & Objectives:
- Align academic instruction with current clinical practice
- Expand teaching and precepting capacity
- Support APRN career development through teaching and scholarship
- Strengthen academic–practice collaboration and learner readiness
Intervention & Strategy
Description of Intervention:
APRNs employed by Norton Healthcare who met academic requirements were appointed as voluntary adjunct faculty at the University of Kentucky College of Nursing. These APRNs co-taught DNP courses alongside university faculty while continuing their clinical responsibilities. Their dual roles enabled them to integrate practical experience into coursework and reinforce consistent expectations across classroom and clinical environments.
Roles & Responsibilities:
APRNs served as co-instructors, clinical mentors, and role models for learners. Academic faculty collaborated on course design, evaluation, and mentorship. Academic and practice leaders jointly designed schedules, workload expectations, and governance processes to support success in both teaching and clinical roles.
Resources Utilized:
The model relied on formal memoranda of understanding and shared human resources functions, including hiring, credentialing, and evaluation. Institutions negotiated compensation models to account for differences between academic and clinical salary structures. No additional infrastructure was required beyond coordinated administrative support.
Outcome Metrics
Educational Outcomes:
- Students learned from instructors actively engaged in clinical practice
- Course content aligned more closely with real-world clinical expectations
Workforce Outcomes:
- Increased clinical placement and preceptorship capacity
- APRNs reported higher professional satisfaction through dual roles
Clinical Outcomes:
- Stronger alignment between academic preparation and practice expectations
Sustainability & Scalability
Sustainability Plan:
Sustainability was supported through formal agreements, clear governance structures, and ongoing collaboration between academic affairs, nursing leadership, and human resources. Manageable workloads and shared oversight helped prevent burnout and support long-term participation.
Replication Potential:
This model can be replicated by other academic–practice partnerships through joint appointments, clear role definitions, and negotiated compensation structures. Institutions with shared workforce goals can adapt the approach to support teaching, precepting, and workforce development.
Lessons Learned
Key Success Factors:
- Dual-role faculty grounded instruction in current clinical practice
- Institutional support enabled manageable workloads
- Clear agreements and governance structures supported coordination
- Consistent mentorship across classroom and clinical settings reinforced performance standards
Challenges & Solutions:
Differences between academic and clinical compensation and workload expectations created potential barriers. These challenges were addressed through negotiated agreements, clear role delineation, and regular communication across organizations.
Supporting Documents
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