Practitioner may refer to:
–Those delivering health services (physicians, OTs, Respiratory Therapists, etc.
–Or to Managers (i.e., HSM)
–Or to Researcher (i.e., in Graduate College)
P-T model combines the faculty roles of teacher and practitioner –to bridge the gap between theory and real-world.
SWOT Analysis (Working Group) Strengths and opportunities of the model seemed to outnumber perceived weaknesses and threats.
•Current practitioners teach realities of clinical/operational environment
•Students benefit from real-life clinical situations
•Researchers bring current theory and state-of-the-art clinical procedures to operations/clinical setting
•Promotes interdisciplinary teamwork
•Brings systems knowledge to students
•Brings QI knowledge to students
•Patients benefit from the combined expertise of the model
•Number of faculty increases
•Push-pull of academic responsibilities vs. clinical time
•Push-pull of operational responsibilities vs. academic accountabilities
•Not all practitioners can teach
•Adequate resources (number of faculty, space, equipment, technical assistance)
•Maintaining performance standards for all faculty
•Cutting edge education
•Differentiate Rush from other universities
•Promotes integration of education, research and clinical
•Budgetary/productivity constraints cut into FTE assignment
Publications about the Rush Model
•Meyer DH, McCarthy PA, KloddDA, GaseorCL. (1995). The teacher-practitioner model at Rush-Presbyterian-St. Luke’s Medical Center. American Journal of Audiology, 4: 32-35.
•Cochran LL, AmbutasSA, Buckley JK, D’ArcpSJ. et al. (2000). The unification model: a collaborative effort. Nursing Connections 13: 21-33.
•ChristmanL. (1979). The practitioner-teacher. Nursing Educator, 4:8-11
•Campbell B.C. (1982). After fifty years of graduate education: A return to the practitioner/teacher model. Hospital & Health Services Administration, Sept/Oct: 45-54.
•Hegyvary, S. T. (1984). Toward collaboration of nursing education, practice and research. Division of Nursing, Health and Human Services, Rockville, MD, July 23, 1984.
•Llewellyn J. (1985). The integrated role of practitioner faculty. In Barnard, K.E. & Smith G.R. Faculty practice in action. Kansas City, MO: American Academy of Nursing
•Montgomery LD, Enzbrenner, LR, & Lerner, WM (1991). The practitioner-teacher model revisited. The Journal of Health Administration Education, 9: 9 -24.