Identifying and tapping sources of funding for start-up and sustenance, including support from new “conversion” foundations, many of which are looking for investments consistent with their objectives of promoting health within their communities. Fiscal and organizational viability and educational and research integration for tracking and measuring progress in ANP goals.
Each day of the 5-day institute comprised presentations and discussions, with special, small-group breakout sessions for individuals most interested in financial management, clinical service delivery, and faculty/academic integration issues. All participants were given presentation materials in a binder format, including slides, publications, bibliographies, and school-developed information. Consultation on issues of greatest importance to APRTs, including the opportunity for on-site learning at PNN and RNCC practice sites, was made available. Certificates of completion were awarded from the University of Pennsylvania to each participating school and its team members, who were also named Penn Macy Fellows in Academic Nursing Practice.
Over the 2 years, teams from 21 schools* (10 in year one and 11 in year two) participated as partners in the Penn Macy Institute (see Table 1). The participating APRTs were responsible for the following:
Analyzing the readiness of their school to mount an academic practice initiative and how that readiness fit with the school’s and university’s missions.
Applying sound entrepreneurial business practices necessary to achieve a fiscally viable nursing practice in an academic setting.
Identifying a range of methods for integrating research, education, and clinical services in an academic nursing practice.
Obtaining technical assistance and planned consultations based on their own special needs to advance progress toward establishing academic practices.
5. Tracking progress toward achieving the school’s goals and critical indicators of academic practice success in quarterly and annual reports.
At the outset, schools were in different stages of academic nursing practice development. Some had school-owned practices, whereas others fulfilled their practice mission primarily through contractual or joint appointment practices of their faculty. Some had many years of experience with nursing centers or other models in a variety of settings, whereas others were newly considering the fit of practice with their mission. Some were invested in database development in support of practice management and ________________________________________ *The Catholic University of Chile attended as a guest, sending one observer.
Author’s final copy prior to publication. See J Prof Nurs 18(2):63-69, March-April 2002, for the copy of record. Copyright 2002, Elsevier, Inc. All rights reserved.