Nurs Outlook. 2026 Apr 20;74(3):102746. doi: 10.1016/j.outlook.2026.102746. Online ahead of print.
ABSTRACT
BACKGROUND: Amid rapid healthcare innovation and growing demands for evidence‑based practice, academic nursing and clinical care integration has never been of greater consequence. The Clinician Educator (CE) role in nursing provides a unique solution by bridging and integrating the core functions of both academic and clinical settings. While CE roles are well described in medicine, their nursing counterparts remain largely unexplored.
PURPOSE: This commentary explores the standing faculty CE role including a rationale for its adoption, historical context, domains of the role, and implications for academic-practice partnerships.
METHODS: A case study approach was used to provide a description of the role and is complemented by illustrative quotes identified from interviews conducted with individuals who held the role.
DISCUSSION: As standing faculty, CEs benefit from integration into a clinical agency, academic freedom, professional parity, and the infrastructure needed to cultivate a sustained program of scholarship.
CONCLUSION: This commentary posits that the standing faculty CE role in a school of nursing offers an innovative option when forging academic-practice partnerships.
PMID:42013495 | DOI:10.1016/j.outlook.2026.102746
