Mission Possible: Twenty-Five Years of University and College Collaboration in Baccalaureate Nursing Education

Abstract

In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration. The importance of curriculum development as faculty development, program evaluation as an adjunct to pedagogical scholarship, diversity of cross-institutional mandates, political interplay in nursing education, collegiality, and courageous leadership are highlighted. Nurse educators seeking to create successful collaborations must draw upon well-defined principles and organizational structures and processes to guide pedagogical practices and inquiry while remaining mindful of and engaged in professional and societal developments.

Collaborative Nursing Education Partnerships: Faculty Experience of Shared Curriculum

“…Alteen, Didham, and Stratton (2009) emphasize the need for exploration of role expectations, hopes, and values of all educators involved in a collaborative nursing education partnership. It is essential that this communication take place within a supportive and safe environment where there is mutual trust and respect, recognition of professional competence, and acceptance of diversity of thought among nurse educators (Akhtar-Danesh et al, 2006;MacIntosh & Wexler, 2005;Zawaduk et al, 2014). Molzahn and Purkis (2004) highlight that to achieve clarity and transparency among educators from both institutions, it is essential there is an ongoing communication plan that responds to the evolving needs of each partner.…”

“…In order to promote faculty development, Zawaduk et al (2014) suggest that diverse forums should be accessible to nurse educators to examine the central tenets of the curriculum and foster educator debate regarding the underlying philosophical values and beliefs of teaching and learning. Furthermore, Quinless et al (1997) highlight that with time, experience, reflection, and discussion, educators become increasingly confident and develop into expert teachers in the collaborative nursing education partnership.…”

“…Zawaduk et al (2014) argue that this impetus for nursing education reform stemmed from evolving health care needs of Canadians, major advancements in technology, and overall enhancements in health care service delivery. Thus, Canadian nurse educators proposed the collaborative nursing education partnership model as a cost-effective option to facilitate the baccalaureate as entry to RN practice (Kirby, 2008).…”

Confronting the social mandate for nursing scholarship – One school of nursing’s journey.

“…At its height, the CNP involved 11 partners including one university, four university colleges, and six community colleges (Zawaduk et al, 2014). The CNP governance model was founded on principles of collaboration and sharing of resources among all partners.…”

“…Faculty members examined the work of Boyer and Glassick et al (1997). As partners in the CNP, we also participated in faculty development initiatives, workshops, and study sessions as we sought to develop an integrated view of Boyer's four dimensions that could meet the needs of scholarship in a practice profession (Storch & Gamroth, 2002;Zawaduk et al, 2014).…”