Models of collaboration between nursing education and services

This a well constructed, consised form of all models used in nursing education and clinical nurses for the betterment of nursing students

1. MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICES Vishakha M.Sc Nursing 1 ST year AIIMS RAIPUR

2. introduction The nursing profession is faced with increasingly complex health care issues influenced by technological and medical advancement. Collaborative partnership between institutions, educational and service agencies have been viewed as continues way to provide sustainability, ensuring a health care system with comphrehensive and coordinated services that are evidenced-based, cost-effective, and focused on improving health outcomes.

3. MEANING The term “CO” and “Labour” together mean “ WORK TOGETHER”. It is more than just interaction sharing, coordination, cooperation, negotiation, and problems solving.

4. DEFINITION According to Hord (1986): Collaboration is the most formal inter-organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint efforts. According to Henneman: - A process by which members of various disciplines share their expertise in accomplishing a common goal.

5. TYPES OF COLLABORATION INTERDICIPLINARY MULTIDICIPLINARY TRANSDICIPLINARY INTERPROFESIONAL

6. INTERDICIPLINARY

7. Interdisciplinary collaboration is the process where professionals or researchers from different fields or disciplines work together, combining their unique skills, knowledge, and perspectives to achieve common goals, solve complex problems, or create new ideas that would be difficult to address within the confines of a single discipline

8. MULTIDISCIPLINARY

9. Multidisciplinary collaboration is the process where professionals or researchers from two or more distinct academic or professional disciplines work together toward a shared, complex goal, each contributing their specialized knowledge, skills, and perspectives to the project

10. Transdisciplinary collaboration is a high-level integration approach where experts from different academic disciplines work together with non-academic stakeholders, such as practitioners and community members, to address complex societal challenges by co-creating new knowledge and solutions that go beyond traditional disciplinary boundaries

11. Interprofessional collaboration is when two or more professions work together towards a common goal, especially in healthcare, to improve patient outcomes and quality of care

12. NEED FOR COLLABORATION Increasing the gap between nursing education and nursing service. Graduate nurses often lack practical skills despite having significant knowledge of nursing process and theory. Partnership between nursing education and hospital nursing personnel is essential to meet this challenge. Considerable progress has been made in nursing and midwifery, especially in the past several decades, particularly in the area of education.

13. MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICES The nursing literature presents several collaborative models that have emerged between educational institutions and clinical agencies. These models aim to integrate education, practice, and research, serving as a vehicle to bridge the theory–practice gap and achieve best practice outcomes.

14. DIFFERENT TYPES OF MODEL Clinical School in Nursing Model (1995) Dedicated Education Unit (DEU) Clinical Teaching Model (1999) Research Joint Appointment (Clinical Chair) Model (2000) Practice–Research Model (PRM) (2001)

15. Collaborative Clinical Education Approach–Deakin (CCEED) Model (2003) Collaborative Learning Unit (British Columbia) Model (2005) Collaborative Approach to Nursing Care (CAN-Care) Model (2006) British Practice Model (2008) Collaborative Models in India Dual Role Model – NIMHANS Integrative Service–Education Approach – CMC Vellore

16. I. CLINICAL SCHOOL OF NURSING MODEL (1995) The concept of a Clinical School in Nursing encompasses the highest level of academic and clinical nursing research and education. This was the La Trobe University concept of vision and innovation, established through a long history of collaboration and cooperation between academic and hospital institutions. These efforts culminated in the establishment of the Clinical School of Nursing in February 1995.

17. The development of the Clinical School offers significant benefits to both the hospital and the university. It brings academic staff into the hospital setting and provides opportunities for the exchange of ideas with clinical nurses. This collaboration creates enhanced opportunities for nursing research and educational advancement Thus, the Clinical School serves as a continuing link between academic knowledge and clinical application, ensuring mutual growth for both education and service.

18. II. DEDICATED EDUCATION UNIT (DEU) CLINICAL TEACHING MODEL (1999): In this model, a true partnership of nurse education units aims to create an environment of support for nursing students and staff nurses by continuing the critical work of providing quality care to patients. Various methods were used to obtain formative data during the implementation of this model, in which staff nurses assumed the role of nursing instructors.

19. Key features of the DEU model: Supports the professional development of nurses. Potential to assist in recruitment and retention of staff. Enhances collaboration between the clinical unit and the school of nursing. Exclusive use of the clinical unit by the school of nursing. Use of staff clinical nurses who wish to teach. Commitment by all to collaborate in building an optimal learning environment.

20. III. RESEARCH JOINT APPOINTMENTS (CLINICAL CHAIR) (2000): The goal of this approach is to use research findings as a basis for improving critical thinking and clinical decision-making of nurses. In this arrangement, at the educational institution, the research and clinical faculty member has accountability in conducting and developing nursing research in the clinical setting. The Director of Nursing Research provides education, organizes research, and assists with the conduct of research in the practice setting. He/She also delivers expertise in the educational institution.

21. IV. PRACTICE – RESEARCH MODEL (PRM) (2007–2009): This partnership not only enhances communication between educational and health services but also promotes the development of nursing research, fostering a journalized collaboration and knowledge exchange.

22. Key elements underlying the process of collaboration and development of the PRM are: Collaborative partnership : The partnership was formed by nursing health professionals from the community, clinical services, and the university, who recognized the need to bridge the theory–practice gap and acknowledged the utility of continuing to work in collaboration rather than isolation. Practical arrangements: This involved formal management agreements, organizational contracts, and the creation of a shared nurse position. Research Consultant role: Establishment of a Nursing Research Consultant (NRC) position to strengthen research capacity within clinical practice.

23. Aims of the Practice–Research Model (PRM): To encourage nursing staff to reflect on nursing practice in order to document research processes and identify meanings in practice. To strengthen and teach staff the research process through research experience. To plan and implement changes in clinical practice based on research evidence.

24. VI. THE COLLABORATIVE LEARNING UNIT (CLU) – BRITISH COLUMBIA MODEL (2005): The Collaborative Learning Unit (CLU) model was based on the Dedicated Education Unit (DEU) concept, which had been successfully developed and implemented in Australia. The CLU model of practice nursing education provides a clinical education alternative to the traditional preceptorship model.

25. In the CLU model: Students practice and learn together in a nursing unit rather than in individual rotations. Each student is paired with a Registered Nurse (RN) with whom they plan and review their learning. Unlike the traditional one-to-one preceptorship, emphasis is placed on: Student responsibility for self-guiding their learning. Communication with faculty and clinical mentors to design appropriate learning plans. Accountability to the nursing staff in the unit.

26. VII. Clinical education enhancement an development (CEED) 2003

27. VIII. THE COLLABORATIVE APPROACH TO NURSING CARE (CAN-CARE) MODEL (2006): The CAN-CARE Model was developed as academic and practice leaders acknowledged the need to work together to promote the education, recruitment, and retention of nurses at all stages of their careers. It was designed to create an educationally rich, practice-based experience with the goal of helping students socialize into the professional nurse role.

28. Key Features: Bridges the perceived gap between academic expectations and clinical realities. In this model, nursing faculty and clinical nurses work collaboratively with students to: Enhance learning opportunities. Develop a strong professional knowledge base. The primary goal is professional socialization of students into nursing practice. The secondary goal is the development of unit-based nurses by strengthening their clinical expertise through participation in teaching and mentoring.

29. Role of Faculty: Nurture the nurse expert/student relationship. Support the growth and development of both learners in their roles and responsibilities. Act as a liaison, mentor, role model, coordinator, and educator for both students and staff. Role of Health Care Organization: - Provide a creative learning environment that actively contributes to learning activities, rather than being just a setting where college-affiliated faculty appear for teaching encounters.

30. IX . THE BRIDGE TO PRACTICE MODEL (2008): FIRST: Students complete all of their clinical experiences in one participating hospital. SECOND: One full-time teaching faculty serves as a liaison to each “Bridge” hospital. This faculty member is given space in the nursing education department and serves not only as a resource for students and clinical preceptors but also for the hospital nursing staff. THIRD: Students are actively involved in selecting their clinical placements. In this model, one hospital may have numerous clinical associate units, with one full-time university faculty member overseeing all clinical experiences.

31. Challenges include: 1. Recruitment of interested senior clinical nurses. 2. Retention of clinical liaison faculty. 3. Management of the trade-off . 4. Institutional stability offered by continuity at a single clinical site, and 5. Variety of experiences offered by rotation across several clinical settings.

32. X. COLLABORATION OF NURSING EDUCATION AND SERVICE IN INDIA Historically, nursing education in India has been attached to hospitals, where schools of nursing functioned under the control of hospital administrations. While this system has been beneficial in advancing nursing education, it has also had adverse effects. As the gap between education and practice has widened, there are now significant differences between what is taught in the classroom and what is practiced in clinical settings.

33. XI. DUAL ROLE AND INTEGRATIVE MODELS IN INDIA We have two major institutions in India where dual roles of education and practice are implemented: 1.NIMHANS, Bangalore 2. CMC, Vellore

34. 1) DUAL ROLE MODEL – NIMHANS, BANGALORE (1974): In 1974, NIMHANS introduced the dual role model, where the Department of Nursing undertook both education and service responsibilities. Nursing faculty functioned as educators as well as service providers, integrating classroom teaching with clinical services. This model ensured: Quality of patient care. Improvement of learning experiences for nursing students. Supervision of students by teachers who were also practitioners, ensuring direct application of theory to practice. 2) INTEGRATIVE SERVICE–EDUCATION MODEL – CMC, VELLORE: At the College of Nursing, Christian Medical College (CMC) Vellore, nurses practice in the clinical services while also serving as educators. This dual involvement enables faculty to: Deliver direct nursing care. Teach students based on real practice knowledge and experience. Students thus gain meaningful clinical exposure and professional socialization in a highly integrated environment.

35. Related research The Impact of Dedicated Education Model on Nursing Students' Outcomes: An Integrative Review Eyad Musallam et.all 2021 Abstract Background: Dedicated education units (DEUs) provide an approach to clinical redesign in nursing education. However, the evidence supporting the application of the DEU model has not been systematically reviewed to assess the impact of this model on students' learning outcomes. Purpose: This integrative review analyzed the evidence on the relationship between the DEU model and nursing students' learning outcomes. Methods: Electronic databases were searched for articles published between 1998 and 2019. Search terms used were dedicated education unit, academic collaboration, academic-practice partnership, and outcomes. A total of 24 articles informed this review. Results: Four categories emerged: clinical self-efficacy and confidence, teamwork and collaboration, knowledge and competency, and students' satisfaction. Conclusion: The main findings support a positive relationship between the DEU model and students' learning outcomes. Research is still needed to investigate the impact of DEU models on students' problem-solving and clinical judgment.

36. CONCLUSION: Collaborative models are increasingly popular in healthcare settings today. Nursing knowledge combined with expertise, along with strategic planning, is essential to make collaborative models a successful reality. All the models emphasize collaboration as a means of developing talent, recognizing the equal value of stakeholders, and bringing mutual benefits to both partners in order to promote, High-quality nursing research, Continued professional education, Improved quality of healthcare, The literature strongly supports the utility of such collaborations in strengthening nursing education and practice.

37. bibliography BOOKS: 1.Billings DM, Halstead JA. Teaching in nursing: A guide for faculty. 7th ed. Elsevier; 2024. 2.Speakman E. Interprofessional education and collaborative practice: Creating a blueprint for nurse educators. National League for Nursing; 2016. 3.Robinson S, Breen P. Online nursing education: A collaborative approach. Jones & Bartlett Learning; 2020. 4.Sudha. R book of Nursing Education Principal and Concepts publication of Jaypeeb Brothers MedicalPublisher edition 1 st 2013

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