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Manning ML, Zabriskie K, Egger S, Kerr M, Kay J, Renzi J. Academic Practice Partnership: Exploring a Model for Collaborative Nursing Education in Infection Prevention and Control. Am J Infect Control 2024:S0196-6553(24)00631-X. [PMID: 39089493 DOI: 10.1016/j.ajic.2024.07.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2024] [Revised: 07/25/2024] [Accepted: 07/26/2024] [Indexed: 08/04/2024]
Abstract
The academic-practice partnership has become increasingly important in nursing education. An academic-practice partnership between a health systems infection prevention and control (IPC) department and its academic affiliate may provide an opportunity to help advance undergraduate nursing student's IPC knowledge and skills and provide IPC staff the opportunity to develop their clinical teaching skills as they teach and mentor students. We convened an exploratory workshop between our private university-based college of nursing and its affiliated health care system IPC department to brainstorm and identify areas for mutual collaboration and gauge interest in formalizing a partnership.
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Affiliation(s)
- Mary Lou Manning
- Center for Infection Prevention and Antibiotic Stewardship, Thomas Jefferson University, Jefferson College of Nursing, 901 Walnut St, Philadelphia, PA 19107.
| | | | - Susan Egger
- Chair Baccalaureate Nursing Programs - Center City Campus, Thomas Jefferson University, Jefferson College of Nursing, 130 S. 9th Street, Philadelphia, PA 19107.
| | - Mariann Kerr
- Chair Baccalaureate Nursing Programs - Dixon Campus, Thomas Jefferson University, Jefferson College of Nursing, 300 Lakeside Drive, Horsham, PA 19044.
| | - Julia Kay
- Center for Infection Prevention and Antibiotic Stewardship, Jefferson College of Nursing, 901 Walnut St, Philadelphia, PA 19107.
| | - John Renzi
- Jefferson Health, 111 S. 11(th) Street, Philadelphia, PA 19107.
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Fink AM, Smith P, Hansen DM, Smith AB, Abuhammad S, Baker J, Hacker E. Update on Collaborative Initiatives in the Midwest Nursing Research Society's Strategic Plan. West J Nurs Res 2024:1939459241265548. [PMID: 39058289 DOI: 10.1177/01939459241265548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/28/2024]
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Øvrebø LJ, Dyrstad DN, Hansen BS. Pass or fail: Teachers' experience of assessment of postgraduate critical care nursing students' competence in placement. A qualitative study. BMC Nurs 2024; 23:348. [PMID: 38783235 PMCID: PMC11112878 DOI: 10.1186/s12912-024-01951-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 04/19/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND Learning in placement is essential to postgraduate critical care nursing students' education. Assessment of students' competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students' competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. METHODS This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. RESULTS The teachers experienced the assessment of postgraduate critical care nursing students' competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: "Teacher facilitates the bridging between education and practice." Furthermore, three themes were identified: "Assessment based on trust and shared responsibility"; "The teacher's dual role as judge and supervisor"; and "A need for common, clear and relevant assessment criteria". CONCLUSIONS Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools.
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Affiliation(s)
- Line J Øvrebø
- Faculty of Health Sciences, Department of Caring and Ethics, University of Stavanger, Postbox 8600, Stavanger, 4036, Norway.
| | - Dagrunn Nåden Dyrstad
- Faculty of Health Sciences, Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway
| | - Britt Sætre Hansen
- Faculty of Health Sciences, Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway
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French R, Lyons E, Schachter A, Treston JA, Marshall A, Lattimer J, Bisaga A, Behar E, Aronowitz SV. "Because of this rotation, this is what I want to do": Implementation and evaluation of a telehealth opioid use disorder clinical placement for nurse practitioner students. J Am Assoc Nurse Pract 2023; 35:826-834. [PMID: 37756445 PMCID: PMC10840880 DOI: 10.1097/jxx.0000000000000949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Accepted: 08/25/2023] [Indexed: 09/29/2023]
Abstract
ABSTRACT The lack of clinicians comfortable prescribing buprenorphine is a barrier to access for people with opioid use disorder (OUD). Accordingly, a telehealth OUD treatment clinic, Ophelia, launched a clinical training program for nurse practitioner (NP) students. The goal of this study was to assess a telehealth-based model of OUD clinical training. To evaluate the program, we (1) identified students' knowledge related to providing OUD care to patients before and after their clinical rotation with Ophelia and (2) characterized students' attitudes about providing OUD care following their clinical rotation with Ophelia. Online pre- and postsurveys were conducted with 57 and 29 students, respectively, and semistructured interviews were conducted with 19 students who completed clinical rotations with Ophelia. We used quantitative descriptive analysis to compare presurvey and postsurvey results and conducted thematic analysis to analyze qualitative interview data. We identified three themes from the interviews: the continuum of learning opportunities, the comfort providing OUD treatment following participants' clinical rotation, and the relevance of a substance use disorder clinical rotation for all NP students. The survey also supported these findings. Of note, there were descriptive differences between presurvey and postsurvey responses related to an increase in knowledge, preparedness, and acquisition of skills to treat OUD. Using a telehealth clinical rotation for NP students to learn about OUD treatment may represent an important step in increasing the number of clinicians who can prescribe buprenorphine. These findings can inform interventions and policies that target clinician training barriers.
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Affiliation(s)
- Rachel French
- National Clinician Scholars Program, University of Pennsylvania, Philadelphia, Pennsylvania
- Department of Psychiatry, Center for Mental Health, University of Pennsylvania School of Medicine, Philadelphia, Pennsylvania
- University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania
- Ophelia Health Inc., New York, New York
| | | | - Allison Schachter
- Department of Psychiatry, Center for Mental Health, University of Pennsylvania School of Medicine, Philadelphia, Pennsylvania
| | - June A Treston
- University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania
| | | | - Jennie Lattimer
- University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania
| | - Adam Bisaga
- Ophelia Health Inc., New York, New York
- Department of Psychiatry, Columbia University Medical Center, New York, New York
| | | | - Shoshana V Aronowitz
- University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania
- Ophelia Health Inc., New York, New York
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Otts JA, Pittman J, Riley B, Mestas L, Hall H. Academic-Practice Partnership to Prevent and Manage Pressure Injuries: An Evidence-Based Quality Improvement Initiative. J Wound Ostomy Continence Nurs 2023; 50:463-473. [PMID: 37698422 DOI: 10.1097/won.0000000000001019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/13/2023]
Abstract
PURPOSE This evidence-based quality improvement (EBQI) initiative examined the effect of an academic-practice (A-P) partnership on improvement in quality measures in an acute care setting, specifically hospital-acquired pressure injury (HAPI) prevention and management. DESIGN A pre-/postdescriptive design was conducted using the practice-informed active learning program to guide the project. PARTICIPANTS AND SETTING The EBQI initiative was conducted at a Southern Gulf-Coast university college of nursing and clinical nursing practice leaders at its affiliated 406-bed academic health center/level I trauma center, regional burn center, and comprehensive stroke center. Both institutions are located in the Southeastern United States (Mobile, Alabama). METHODS The A-P council used a participatory action research approach and developed a practice-informed active learning program incorporating Melnyk's evidence-based practice (EBP) steps, the Donabedian Model and the Patient-Centered Outcomes Research Institute (PCORI) Stakeholder Engagement in Question Development and Prioritization (SEED). METHOD Hospital-acquired pressure injuries were selected as the quality outcome to address. To identify HAPI prevention/management evidenced-based practices, the A-P council conducted an integrative literature review and developed a concept map and the Pressure Injury Prevention Gap Analysis Instrument. The gap analysis identified significant gaps between EBP and current pressure injury prevention practices, with priority ranking of gaps for action by key stakeholders. OUTCOME Following the practice-informed active learning program objectives, the A-P council identified 79 HAPI best EBPs organized by Donabedian domains of structure, process, and outcome and prioritized 3 gaps for action. Actions to address the HAPI gaps included: restructuring the hospital HAPI program, incorporating appropriate leadership to guide the HAPI program, modifying the HAPI reporting process, hiring specialized experts (WOC nurses) with emphasis on pressure injury prevention, establishing a standardized HAPI prevalence survey, improving electronic documentation, increasing transparency of HAPI reporting, improving HAPI accountability at the unit level, and exploring technology to enhance skin assessment. While HAPIs increased by 6.3% from 2019 (n = 104) to 2021 (n = 111), HAPI severity (Stages 3 and 4) decreased by 9.9% from 2019 (n = 14, or 13.46%) to 2021 (n = 4, or 3.6%). IMPLICATIONS FOR PRACTICE Our experience with this quality improvement initiative indicates that an A-P partnership can provide a model to address complex clinical problems, quality indicators, and quality improvement while advancing a culture of inquiry and scholarship and building nursing capacity.
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Affiliation(s)
- Jo Ann Otts
- Jo Ann Otts, DNP, RN, NEA-BC, CENP, College of Nursing, University of South Alabama, Mobile
- Joyce Pittman, PhD, RN, ANP-BC, FNP-BC, CWOCN, FAAN, College of Nursing, University of South Alabama, Mobile
- Bettina Riley, PhD, RN, College of Nursing, University of South Alabama, Mobile
- Lisa Mestas, MSN, RN, BAS, USA Health University Hospital, Mobile, Alabama
- Heather Hall, PhD, RN, NNP-BC, College of Nursing, University of South Alabama, Mobile
| | - Joyce Pittman
- Jo Ann Otts, DNP, RN, NEA-BC, CENP, College of Nursing, University of South Alabama, Mobile
- Joyce Pittman, PhD, RN, ANP-BC, FNP-BC, CWOCN, FAAN, College of Nursing, University of South Alabama, Mobile
- Bettina Riley, PhD, RN, College of Nursing, University of South Alabama, Mobile
- Lisa Mestas, MSN, RN, BAS, USA Health University Hospital, Mobile, Alabama
- Heather Hall, PhD, RN, NNP-BC, College of Nursing, University of South Alabama, Mobile
| | - Bettina Riley
- Jo Ann Otts, DNP, RN, NEA-BC, CENP, College of Nursing, University of South Alabama, Mobile
- Joyce Pittman, PhD, RN, ANP-BC, FNP-BC, CWOCN, FAAN, College of Nursing, University of South Alabama, Mobile
- Bettina Riley, PhD, RN, College of Nursing, University of South Alabama, Mobile
- Lisa Mestas, MSN, RN, BAS, USA Health University Hospital, Mobile, Alabama
- Heather Hall, PhD, RN, NNP-BC, College of Nursing, University of South Alabama, Mobile
| | - Lisa Mestas
- Jo Ann Otts, DNP, RN, NEA-BC, CENP, College of Nursing, University of South Alabama, Mobile
- Joyce Pittman, PhD, RN, ANP-BC, FNP-BC, CWOCN, FAAN, College of Nursing, University of South Alabama, Mobile
- Bettina Riley, PhD, RN, College of Nursing, University of South Alabama, Mobile
- Lisa Mestas, MSN, RN, BAS, USA Health University Hospital, Mobile, Alabama
- Heather Hall, PhD, RN, NNP-BC, College of Nursing, University of South Alabama, Mobile
| | - Heather Hall
- Jo Ann Otts, DNP, RN, NEA-BC, CENP, College of Nursing, University of South Alabama, Mobile
- Joyce Pittman, PhD, RN, ANP-BC, FNP-BC, CWOCN, FAAN, College of Nursing, University of South Alabama, Mobile
- Bettina Riley, PhD, RN, College of Nursing, University of South Alabama, Mobile
- Lisa Mestas, MSN, RN, BAS, USA Health University Hospital, Mobile, Alabama
- Heather Hall, PhD, RN, NNP-BC, College of Nursing, University of South Alabama, Mobile
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Moss A, Cygan H, Geis A, Bejster M, Ferry-Rooney R, Kalensky M, Delaney KR, Cavenagh Y, Gallagher T, Garbarz K, Rousseau J. Development and Validation of an Operational Model for Nursing Academic-Practice Partnerships. Nurse Educ 2023; 48:316-320. [PMID: 37129964 DOI: 10.1097/nne.0000000000001432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
BACKGROUND Several definitions and guiding principles for nursing academic-practice partnerships exist. PROBLEM There remains a gap between academic-practice partnership definitions and practical operational models, thereby limiting schools of nursing ability to engage in productive partnerships. This article describes the development and validation of a novel Operational Model for Nursing Academic-Practice Partnerships. APPROACH An email survey of all nursing faculty (n = 228) identified quantity and types of faculty-led academic-practice partnerships. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed via thematic analysis conducted by 2 members of the project team and validated by the full project team. OUTCOMES The Operational Model for Academic-Practice Partnerships was created and is comprised of 8 partnership strategies: innovation, embedded faculty, joint appointment, consultant, independent practice, volunteer, scholarship, and clinical site development. CONCLUSION We offer this model as a framework to structure the development, implementation, and evaluation of academic-practice partnerships at nursing schools.
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Affiliation(s)
- Angela Moss
- Assistant Dean of Faculty Practice, Department Chairperson & Associate Professor (Dr Moss) and Assistant Professor (Dr Gallagher), Academic Practice Nursing, Rush University College of Nursing, Chicago, Illinois; Associate Professor & Inaugural Academic Practice Partnerships Committee Chairperson (Dr Cygan), Assistant Professor (Dr Geis), Associate Professor (Dr Bejster), Assistant Professor (Dr Kalensky), Professor (Dr Delaney), and Assistant Professor (Dr Garbarz), Community Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, Illinois; Assistant Professor (Dr Ferry-Rooney), Adult Health and Gerontological Nursing, Rush University College of Nursing, Chicago, Illinois; and Associate Professor (Drs Cavenagh and Rousseau), Women's Children and Family Nursing, Rush University College of Nursing, Chicago, Illinois
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McGarity T, Monahan L, Acker K, Pollock W. Nursing Graduates' Preparedness for Practice: Substantiating the Call for Competency-Evaluated Nursing Education. Behav Sci (Basel) 2023; 13:553. [PMID: 37504000 PMCID: PMC10376128 DOI: 10.3390/bs13070553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 06/29/2023] [Accepted: 06/30/2023] [Indexed: 07/29/2023] Open
Abstract
Practice readiness continues to be a challenge in healthcare. This was especially evident during the COVID-19 pandemic. This focused descriptive-correlational study examined nurses' perceived preparedness for practice during the pandemic. One hundred and eighty-four registered nurses (RN) responded to Qualtrics survey questions addressing the competencies they perceived they had and the competencies they felt they needed that would have better prepared them to care for patients during the COVID-19 pandemic. The results demonstrated that although these nurses felt competent in certain areas, they perceived that they needed more education in those same areas to feel better prepared. Bivariate correlations and linear regression analysis indicated that institutional competency development, education, and work experience influenced perceived competency.
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Affiliation(s)
- Tammy McGarity
- College of Nursing, Texas A&M University Corpus Christi, Corpus Christi, TX 78412-5800, USA
| | - Laura Monahan
- College of Nursing, University of Illinois Chicago, Chicago, IL 60607, USA
| | - Katelijne Acker
- College of Nursing, Texas A&M University Corpus Christi, Corpus Christi, TX 78412-5800, USA
| | - Wendi Pollock
- Department of Social Sciences, Texas A&M University Corpus Christi, Corpus Christi, TX 78412-5800, USA
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Brar J, Chowdhury N, Raihan MMH, Khalid A, O’Brien MG, Walsh CA, Turin TC. The Benefits, Challenges, and Strategies toward Establishing a Community-Engaged Knowledge Hub: An Integrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1160. [PMID: 36673915 PMCID: PMC9858916 DOI: 10.3390/ijerph20021160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 01/01/2023] [Accepted: 01/06/2023] [Indexed: 06/17/2023]
Abstract
Current knowledge creation and mobilization efforts are concentrated in academic institutions. A community-engaged knowledge hub (CEKH) has the potential for transdisciplinary and cross-sectorial collaboration between knowledge producers, mobilizers, and users to develop more relevant and effective research practices as well as to increase community capacity in terms of knowledge production. Objective: To summarize existing original research articles on knowledge hubs or platforms and to identify the benefits, challenges, and ways to address challenges when developing a CEKH. Methods: This study followed a systematic integrative review design. Following a comprehensive search of academic and grey literature databases, we screened 9030 unique articles using predetermined inclusion criteria and identified 20 studies for the final synthesis. We employed thematic analysis to summarize the results. Results: The focus of the majority of these knowledge mobilization hubs was related to health and wellness. Knowledge hubs have a multitude of benefits for the key stakeholders including academics, communities, service providers, and policymakers, including improving dissemination processes, providing more effective community interventions, ensuring informed care, and creating policy assessment tools. Challenges in creating knowledge hubs are generally consistent for all stakeholders, rather than for individual stakeholders, and typically pertain to funding, resources, and conflicting perspectives. As such, strategies to address challenges are also emphasized and should be executed in unison. Conclusions: This study informs the development of a future CEKH through the identification of the benefits, challenges, and strategies to mitigate challenges when developing knowledge hubs. This study addresses a literature gap regarding the comparisons of knowledge hubs and stakeholder experiences.
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Affiliation(s)
- Jasleen Brar
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Nashit Chowdhury
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
| | - Mohammad M. H. Raihan
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
| | - Ayisha Khalid
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Mary Grantham O’Brien
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
- School of Languages, Linguistics, Literatures and Cultures, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Christine A. Walsh
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
- Faculty of Social Work, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Tanvir C. Turin
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Newcomer Research Network, University of Calgary, Calgary, AB T2N 1N4, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
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Gunn C, Johansen S. Leading International Research and Educational Collaborations - A Perspective on Successful Partnerships. J Med Imaging Radiat Sci 2022; 53:S22-S26. [PMID: 36038424 DOI: 10.1016/j.jmir.2022.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 07/26/2022] [Accepted: 08/01/2022] [Indexed: 12/24/2022]
Affiliation(s)
- Catherine Gunn
- School of Health Sciences, Dalhousie University, Halifax, Canada.
| | - Safora Johansen
- Oslo Metropolitan University, Health Faculty, Oslo, Norway; Oslo University Hospital, Cancer Treatment Department, Oslo, Norway.
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Woodward KF, Kett PM, Willgerodt M, Summerside N, Hart J, Buchanan DT, Cunitz TC, Birkey C, Zierler BK. Using an academic-practice partnership to enhance ambulatory care nursing skills. NURSE EDUCATION TODAY 2022; 119:105585. [PMID: 36215853 DOI: 10.1016/j.nedt.2022.105585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 09/13/2022] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Ambulatory nursing services are essential to healthcare in communities, but nursing curricula often omit ambulatory care training. The purpose of this project was to enhance ambulatory care competencies among nursing students and provide ongoing education for practicing nurses through an academic-practice partnership. METHODS A four-year externally funded project targeted enhancements to undergraduate nursing curricula and development activities. Students received didactic content and clinical experiences and were evaluated to assess critical ambulatory care nursing skills. Existing continuing education offerings were enhanced with team-based practice content. RESULTS Despite pandemic-related clinical training changes, data from multiple quarters showed improvement in students' perceptions of self-efficacy (1.7-4.28-point increases) and actual performance (3.46-4.05-point increases) of core competencies on the 20-point evaluation scales. In addition, students rated simulations favorably, with scores ranging from 1.4 to 1.9 on the 2-point subscales. CONCLUSION An academic-practice partnership provides mutually beneficial opportunities for enhancing the ambulatory care nursing workforce through undergraduate education and training and professional development for practicing nurses.
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Affiliation(s)
- Kyla F Woodward
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America.
| | - Paula M Kett
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Health Workforce Studies, Department of Family Medicine, Univ. of Washington, United States of America
| | - Mayumi Willgerodt
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America
| | - Nicole Summerside
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Jennie Hart
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Diana Taibi Buchanan
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Tamara C Cunitz
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America
| | - Carly Birkey
- Kaiser Permanente of Washington, United States of America
| | - Brenda K Zierler
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
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Academic Faculty Shadowing Their Graduate Nurses: A Case Study. Nurs Educ Perspect 2022; 43:343-350. [PMID: 35671388 DOI: 10.1097/01.nep.0000000000000999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The purpose of this study was to describe insights gained by academic nursing faculty after shadowing one of their new graduate nurses. BACKGROUND Shadowing experiences have been successfully used to orient students and new nurses to the role and reality of clinical practice. However, no studies were found on the experience of faculty shadowing a new graduate. This study addressed that gap. METHOD A case series design and methodology used both qualitative and quantitative data collection procedures. Qualitative data were derived from faculty during a debriefing session; quantitative data were obtained from a short survey completed by new graduates and faculty. RESULTS Faculty identified challenges faced by new graduates and opportunities to modify their nursing programs by addressing patient care delivery, time management, communication, and role ambiguity in more detail. CONCLUSION A shadowing experience for academic faculty leaders can help bridge the academic-practice gap and promote collaborative efforts to improve preparation for practice.
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RN-to-BS Transition: An Academic-Practice Partnership Focused on Quality and Safety. J Nurses Prof Dev 2022; 38:33-39. [PMID: 34990095 DOI: 10.1097/nnd.0000000000000826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Ko A, Burson R, Gagleard R, Stocker Schneider J. Brilliant at the Basics: An Academic Practice Partnership to Build Nursing Management Expertise. J Contin Educ Nurs 2021; 52:136-141. [PMID: 33631024 DOI: 10.3928/00220124-20210216-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Accepted: 09/23/2020] [Indexed: 11/20/2022]
Abstract
This article describes the importance of building academic and practice partnerships, and the process in developing and implementing a successful leadership academy in transforming emerging nurse leaders. In addition, this article highlighted the value on the evaluation and outcomes of the educational program pertaining to positive changes in the workplace. In its initial phase, the health system conducted a needs assessment that provided vital information to enhance nursing management development skills through the initiation of a leadership training academy for nurse leaders. The vital information obtained in the needs assessment was used as a framework in working on topical outline and content objectives developed as a joint initiative between the university-based school of nursing and health professions and the health system that shared a similar mission, vision, and goals. Thus, "Brilliant at the Basics" nursing leadership academy was formed. [J Contin Educ Nurs. 2021;52(3):136-141.].
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Jones K, Burnett G, Sztuba L, Hannon R. Academic practice partnerships: A review of a statewide population health nursing leadership initiative. Public Health Nurs 2020; 38:64-76. [PMID: 33201574 DOI: 10.1111/phn.12833] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 10/19/2020] [Accepted: 10/23/2020] [Indexed: 11/28/2022]
Abstract
OBJECTIVE In 2012, the state public health nurse (PHN) Leaders Workgroup formed with members from the state PHN Administrators organization and PHN faculty to facilitate the development of statewide PHN Academic practice partnerships (APP's). In 2016, the workgroup received a state Nurses Foundation grant for $6,000 followed by $5,000 in 2017 to fund the first 2 years of APP projects. DESIGN The workgroup disseminated two calls for proposals to the Deans of state academic nursing institutions and local health department leaders, utilizing an application adapted from the American Association of Colleges of Nursing (AACN) APP Toolkit. Selection criteria included project intent; partner support; anticipated outcomes; budget; geographic location; and alignment with the Robert Wood Johnson Foundation (RWJF) Culture of Health framework. SAMPLE AND RESULTS Sixteen proposals were received and reviewed by workgroup members resulting in 10 funded pilot projects. In 2018, the workgroup was awarded $55,980 from the RWJF to expand this initiative; funding an additional 10 APP's to date. Partnerships were reported as valuable by students, faculty, and practice partners. Barriers included provider participation, adherence to project timelines, communication, and the navigation of group dynamics. CONCLUSION Academic practice partnerships positively impact patient outcomes, patient satisfaction, nursing outcomes, and student learners.
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Affiliation(s)
- Krista Jones
- Department of Population Health Nursing Science, University of Illinois at Chicago College of Nursing, Urbana, IL, USA
| | | | - Laura Sztuba
- Amita Health St. Mary's Hospital, Kankakee, IL, USA
| | - Robin Hannon
- St. Clair County Health Department, Belleville, IL, USA
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Phillips JM, Stalter AM. Systems Thinking for Managing COVID-19 in Health Care Systems: Seven Key Messages. J Contin Educ Nurs 2020; 51:402-411. [PMID: 32833030 DOI: 10.3928/00220124-20200812-05] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Accepted: 06/08/2020] [Indexed: 11/20/2022]
Abstract
This article provides the most current guidelines for nurse educators and nurses to use systems thinking to manage COVID-19 in health systems. A working definition of systems thinking is offered, with a review of basic knowledge and care in the context of the system awareness model (SAM). Seven key messages assist nurse educators and nurses in the management of COVID-19 patients culminating in leadership of complex health care systems using systems thinking. [J Contin Educ Nurs. 2020;51(9):402-411.].
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Smith TS, Dudding K, Knight C, Sanders A, Currie E, Shorten A. Highlighting Simulation Practices in the Neonatal Environment. Neonatal Netw 2020; 39:257-262. [PMID: 32879041 DOI: 10.1891/0730-0832.39.5.257] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/22/2020] [Indexed: 11/25/2022]
Abstract
Simulation is an effective teaching methodology to enhance clinical thinking and reasoning skills among nursing students and practicing nurses. The opportunity to practice in a safe environment maintains a structure that promotes learning at all levels. There are various levels of fidelity as well as cost to facilitate simulation in the neonatal setting. This at times hinders the ability to incorporate simulation into educational practices. The purpose of this article is to provide a discussion on simulation practices in the neonatal setting, an overview of low-cost neonatal simulation exemplars, and implications for practice.
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