Associate Professor (Dr Gonzales), Graduate Student (Ms Klein), and Assistant Professor (Dr Hanish), University of Nebraska Medical Center College of Nursing, Omaha; and Clinical Assistant Professor (Dr Holmes) and Associate Professor (Dr Struwe), University of Nebraska Medical Center College of Nursing, Lincoln.
Correspondence: Dr Gonzales, PhD, APRN-NP, FNP-C, University of Nebraska Medical Center College of Nursing, 985330 Nebraska Medical Center, Omaha, NE 68198 ([email protected]).
The authors acknowledge the assistance of Dr Lauren Diegel-Vacek, Clinical Associate Professor, at University of Illinois Chicago College of Nursing for her assistance and support with Internal Review Board submission at University of Illinois at Chicago.
This study did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
The authors declare no conflicts of interest.
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com).
Accepted for publication: January 1, 2023
Early Access: January 19, 2023
Cite this article as: Gonzales K, Holmes L, Klein A, Hanish A, Struwe L. Faculty practice as an educational strategy: student, faculty, and administrator perspectives. Nurse Educ. 2023;00(0):1-6. doi:10.1097/NNE.0000000000001367
