Academic‐clinical nursing partnership use an evidence‐based practice model

Abstract

Aims and objectives: The purpose of this study was to compare the experience of a new clinical model with traditional clinical teaching and examine the effects of evidence-based practice strategies among staff and student nurses. Background: This provides an innovative approach to nursing student clinical learning that emphasised the academic-clinical partnership with the use of a new model called the Evidence-based Clinical Academic Partnership (ECAP) model. The model incorporates three main components (a) unit transformation into an innovative hybrid version of a dedicated education unit (hDEU); (b) Evidence-in-Action (EIA) rounding; and (c) the cognitive apprenticeship theoretical framework.Design: This pilot study used a mixed-method, quasi-experimental design. Methods:The quantitative portion included a pre-test, post-test non-randomised quasi-experimental design using self-reported survey data. The qualitative methodology used was a hermeneutic phenomenological approach to data interpretation of three focus groups with staff nurses and unit leaders. SQUIRE 2.0 guidelines were followed (Ogrinc et al., 2016). Conclusions:The themes that emerged emphasised relationships and the partnership with this innovative approach to clinical teaching. The staff nurses emphasised the need for a collaborative approach and having the presence of the academic faculty member as a way to support the teaching and learning aspects with students. Relevance to clinical practice:This study did provide significant contributions to the development of an innovative clinical model and highlighted the importance of the academic-clinical partnership with the education of undergraduate nursing students.The study results provided insight to the ways the hDEU framework may be strengthened, such as increased communication and partnership in the implementation of the ECAP model. Implementing curricular change to include innovative clinical models within a nursing programme is vital in this time of healthcare transformation.

Differences in evidence‐based nursing practice competencies of clinical and academic nurses in China and opportunities for complementary collaborations: A cross‐sectional study

“…There are many potential factors that can influence and create gaps between these elements for promoting EBNP (Chau et al, 2022; Zhao et al, 2022). Lack of resources, insufficient EBNP knowledge and skills and significant education‐research‐practice gaps are most commonly and significantly important EBNP barriers in many countries (Bowles et al, 2021; Fu et al, 2020; Zhao et al, 2022). Intentional partnerships between academic nurses (i.e.…”

“…Academic‐practice partnerships are expected to provide all participants with learning‐by‐doing opportunities to improve their critical thinking and EBNP competencies, by allowing these different nursing roles (i.e. clinical and academic roles) to learn from and complement each other's EBNP strengths (Bowles et al, 2021). In order to successfully implement such collaborative partnerships, we must understand the specific collaboration needs of each role.…”

Effectiveness of an online program using telesimulation for academic–clinical collaboration in preparing nurse preceptors’ roles

“…Hence, the need for all preceptors to undergo professional development in preceptorship has been recommended to ensure the success of clinical nursing education (Dev et al, 2020; Ong et al, 2021). The importance of academic–clinical collaboration was emphasised to facilitate smooth transition to practice for students (Bowles et al, 2021; Gillett et al, 2021).…”

Academic-practice partnerships in evidence-based nursing practice: a scoping review protocol

“…Academic-practice partnerships have been recognised as a potential means of overcoming many key barriers in EBNP 8 9. The American Association of Colleges of Nursing (AACN) has recommended academic-practice partnerships as the key mechanism in advancing healthcare to strengthen the involvement of nurses in clinical practice and to prepare them to lead change 10.…”

“…Academic-practice partnerships that enhance education and research by sharing resources and specialties can be used to develop continuing education programmes and promote the generation and application of beneficial knowledge through joint planning and cooperation 12 15 16. Some literature also suggested that academic-practice partnerships had the potential to overcome some crucial barriers (eg, inadequate EBNP competence and training of clinical practice nurses, lack of patients and practice environments for academic nurses) to evidence-based practice by sharing resources and qualified personnel in clinical and academic settings 8 9 17…”