Background: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. Method: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all faculty ( n = 228). Data were analyzed using a mixed-method approach. Results: Of 69 surveys that were completed, 38 faculty reported 52 unique partnerships during the 2019–2020 academic year. Of the 52 partnerships, 63% ( n = 33) had changed and 12% ( n = 6) were newly established partnerships in response to COVID-19. Common changes included temporary suspension of activities ( n = 13) and a change ( n = 9) or decrease ( n = 7) in activities. Major themes included clinical disruptions and transitioning to telehealth and online services. Conclusion: COVID-19 created challenges for academic-practice partnerships but also generated opportunities for nursing education to contribute to the pandemic response and meet evolving population and organizational needs. [ J Nurs Educ . 2022;61(9):533–536.]
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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