Beyond tradition: Synergizing intellectual and material capital to forge the new academic-service partnership

Bleich, Michael R; Hewlett, Peggy O’Neill; Miller, Karen; Bender, Kaye

doi:10.1016/j.profnurs.2004.07.007

Cited by 40 publications

(35 citation statements)

References 5 publications

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“…This is demonstrated in such ways as poster and podium presentations, as well as hospital staff development workshops. Sharing information with colleagues is an accountable component of nurses' roles and is an important dimension of the scholarship of practice [15] . Written invitations, recognition letters, certificates, conference materials, and participant evaluations may be included in promotion packages addressing scholarship as a result of presentations.…”

Section: Presentations Related To Practicementioning

confidence: 99%

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Integrating the scholarship of practice into the nurse academician portfolio

Peterson

2013

JNEP

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Many nurse academicians are also advanced practice nurses (APNs) in the United States (U.S.). Such faculty are often involved in clinical practice activities which require specific competencies for meeting legal responsibilities and standards for safety. Maintaining practice expectations often takes away the time necessary to address traditional scholarship expected by U.S. institutions for advancement and promotion, and securing tenured academic positions. Scholarship activities for APNs should encompass broad and essential criteria during review and promotional processes; especially important is documentation for the scholarship of application as it applies to APN clinical practice. Nursing faculty who practice as APNs should become adept at documenting scholarship of practice. Appropriate recognition for valid non-traditional types of scholarship activities is essential.

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Section: Presentations Related To Practicementioning

confidence: 99%

“…Such partnerships may also significantly affect patient health outcomes. New research questions may arise out of such partnerships, with new evidence being produced for best practice [15] . Written proposals, projects,…”

Section: Establishing Academic-service Partnershipsmentioning

confidence: 99%

Integrating the scholarship of practice into the nurse academician portfolio

Peterson

2013

JNEP

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“…There are three case examples presented by the authors to challenge nurse leaders to be bold and think ‘out-of-the-box’ to work toward the full potential of nursing service to the public, instead of limiting themselves to ‘traditional’ forms of partnership (Bleich et al 2004). …”

Section: Introductionmentioning

confidence: 99%

“…The report identified a number of important stakeholders in public health, including the community, healthcare delivery systems, employers and business, the media, academia and governmental/public health infrastructure. Given this analogy, authors challenged nurse leaders in academia to engage the entire continuum of stakeholders, not just hospitals or those that fell under the healthcare delivery system (Bleich et al 2004). …”

Section: Introductionmentioning

confidence: 99%

A model of collaboration between nursing education institutions in the North West Province of South Africa

Direko

Davhana‐Maselesele

2017

Curationis

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BackgroundProfessional nursing in South Africa is obtained through a 4-year diploma offered at nursing colleges, or a 4-year degree in universities, and the South African Nursing Council (SANC) registered both for professional nursing. New SANC legislation now requires a bachelor’s degree for registration as professional nurse.ObjectivesThe aim of the study was to explore and describe perceptions of nurse educators and stakeholders to develop a model of collaboration for joint education and training of nursing professionals by colleges and universities through a bachelor’s degree.MethodA mixed methods approach was used to explore perceptions of nurse educators utilising a questionnaire, and perceptions of other nurse training stakeholders through interviews, about a model of collaboration between the college and the university.ResultsThemes that emerged from the interviews included identifying collaboration goals, establishing a conducive environment, maximising exchange of resources, role clarification and perceived challenges. Quantitative results showed high agreement percentages (84.13%–100%) on most basic concepts and themes. A model of collaboration was developed indicating a framework, agents, recipients, procedure, dynamics, and terminus.ConclusionA model of collaboration was acceptable to the majority of nurse education stakeholders. Other implications are that there was a need for the improvement of scholarship among nurse educators and clinical mentors, sharing rare skills, and addressing perceived challenges.

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“…Collaboration of academic and practice leaders is required to achieve these aims, and academic-practice partnerships are essential to preparing well-educated registered nurses (RNs) and resolving nursing workforce issues (American Association of Colleges of Nursing [AACN], 1997; Barger & Das, 2004;Beal, 2012;Bleich, Hewlett, Miller, & Bender, 2004;IOM, 2010;Reinhard & Hassmiller, 2009;Spann, 2010). In addition, the IOM report also calls for expanded nursing competencies in community and public health settings because health care reform emphasizes prevention and management of chronic illness (O'Neil, 2009).…”

mentioning

confidence: 99%