Abstract
Nursing schools state that faculty shortages caused by low faculty salaries are a primary reason for nursing shortages. In a Shenandoah University graduate survey, many nurses wanted to teach but could not leave their higher-paying clinical jobs. Shenandoah University’s Graduate Program in Winchester, VA received funding from the Virginia Health Workforce Development Authority to use rural community-campus partnerships to plan a nursing faculty residency program to increase the number of nursing faculty. The program’s planning partners were economic development, business, academic, and philanthropic organization leaders in seven rural planning districts. Community Based Participatory Research was used to assess the effectiveness of Community-Campus Partnerships with the following research question: “What are the stakeholders’ perceptions of the benefits of this strategy to improve the overall health of communities?” The literature review examines health education models developed with the consideration of community involvement and distance education. Qualitative, semi-structured interviews were conducted with project partners to assess their perceptions of the effectiveness of Community Based Participatory Research in the development of nursing curricula. Findings highlight how collaboration increased knowledge and facilitated shared decision-making. Through partnerships, the program staff became aware of community needs that graduates should consider as nursing faculty. Study results indicate that community-campus partnerships can be advantageous to rural communities.
Recommended Citation
Myers, Adriana
(2014)
"Community-Campus Partnership Effectiveness for Nursing Faculty Curricula in Rural Virginia,"
VA Engage Journal: Vol. 3, Article 2.
Available at:
https://commons.lib.jmu.edu/vaej/vol3/iss1/2
Included in
Civic and Community Engagement Commons, Higher Education Commons, Medical Education Commons, Public Health and Community Nursing Commons