Best Practices in Building Academic – Service Partnerships in Nursing: Views from the Lens of Nursing Administrators, Students, Faculty and Staff Nurses

Tuppal, Cyruz P.; Reñosa, Mark Donald C.; Harthy, Said Nasser Al

doi:10.5958/0974-9357.2017.00019.8

Cited by 5 publications

(3 citation statements)

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“…Key stakeholders involved in the education of nurses should thrive to engage at the most sophisticated conception that allows students to be self-directed, roles of teachers to be complementary within a framework of mutual respect. These conceptions support the assertion by Tuppal et al, [ 82 ] that the success of education depends on nursing faculty members, nursing managers, nurses, and nursing students’ contribution towards working together. There should be a move away from nurse educators only recognising nurses as key part of the teaching process because they are overworked and cannot cover clinical teaching [ 83 ].…”

Section: Discussionsupporting

confidence: 82%

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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Background Nursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education. Methods Thirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied. Results Four conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration. Conclusions The parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.

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Section: Discussionsupporting

confidence: 82%

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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“…For entrepreneurial or linkage models, 15 studies were identi ed, of which 4 were focused on model description 9,11,16,44 and 11 talked about their own model implementation, i.e., the Houston Linkage Model in the USA 43 , Nurse-led Clinic in the USA 17,19 , Academic/Service partnership framework using a logic model developed by MacPhee 20 , Academic-Service partnership in the Philippines 23 , faculty practice model in the USA 24,33 , Faculty Practice Partnership in the USA 26 , Academic-practice partnership in the USA 29 , Voluntary faculty practice in the UK 31 , and Juvenile justice in the USA 37 .…”

Section: Resultsmentioning

confidence: 99%

“…The success of this approach depends on the creation of a Faculty Practice Council that consists of all faculty members taking part in faculty practice arrangements and administrative representatives of both organizations14 . This model is mutually bene cial to nursing service and education, as well as cost-effective, because the university provides much-needed clinical, research, and leadership expertise to health-care institutes at a low cost 20,23,24 . As part of a contractual agreement, the nursing school provides services to the agency on a fee scale 16 .…”

Section: Resultsmentioning

confidence: 99%

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

Khowaja-Punjwani,

Baig,

Ali

2023

Preprint

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Background The future of nursing education in Pakistan depends on faculty practice. Faculty practice is recognized as an important component of nursing education by the American Association of Colleges of Nursing. There is no consensus on one definition of faulty practice or its advantages and disadvantages; therefore, more empirical data are needed to support faculty practice. New faculty practice models need to be identified/developed, as clinical teaching is not considered a part of faculty practice. Objective To identify, appraise, and synthesize evidence of faculty practice models that promote clinical competency in nursing education. Methods A scoping review methodology was used for this review, for which an extensive literature search was carried out comprehensively in April 2023. The PICO framework was used to develop the research question. The literature was systematically searched from Medline (EBSCO Host), PubMed, CINHAL, Google Scholar, and Pak Medinet from 1979 to 2023 using various keywords and Boolean operators. The inclusion criteria were developed, and only those research studies that focused on the faculty practice model in nursing education were eligible for inclusion. Thematic content analysis was performed to identify the faculty practice models that promote clinical competency in nursing education with key features of the model and its benefits and limitations. Results The initial search retrieved 61,107 studies, out of which 173 met the inclusion criteria for which full-text articles were accessed and reviewed; ultimately, 37 studies were selected for scoping review based on the inclusion and exclusion criteria. In total, eight (8) basic models were identified, i.e., unification, collaboration or joint appointment, integration or nursing center, entrepreneurial or linkage, private practice, moonlighting, nurse-faculty group practice and dyad model. Conclusion The implementation of faculty practice models in nursing presents a number of challenges that must be addressed to improve patient care. A lack of resources, conflicts with physicians, and concerns about losing one's identity as a faculty member are just a few of the issues that must be addressed.

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The role of academic-practice partnerships from perspectives of nursing students: A cross -sectional study

Lee

2020

Nurse Education Today

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Best Practices in Building Academic – Service Partnerships in Nursing: Views from the Lens of Nursing Administrators, Students, Faculty and Staff Nurses

Cited by 5 publications

References 0 publications

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Redefining Clinical Education: A Scoping Review of Nursing Faculty Practice Models for Enhanced Clinical Competency

The role of academic-practice partnerships from perspectives of nursing students: A cross -sectional study

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