Mutual benefits in academic-service partnership: An integrative review

Sadeghnezhad, Maliheh; Nabavi, Fatemeh Heshmati; Najafi, Fereshteh; Kareshki, Hossein; Esmaily, Habibollah

doi:10.1016/j.nedt.2018.05.019

Cited by 25 publications

(21 citation statements)

References 56 publications

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“…In the first theoretical phase, a comprehensive literature review was performed on documents published from January 1st 2000 through September 25th 2015. The choice of this period is due to evolutions in education, particularly in nursing and midwifery since 2000, which has led service and academic institutions to turn to partnership programs as a strategy [20,23,24]. Therefore, most studies in this field have been published since 2000.…”

Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

“…Therefore, most studies in this field have been published since 2000. Literature review phase was done during 2016 so it was completed by 2015 [20]. This phase yielded to a clear and comprehensive definition of the concept based on the existing literature.…”

Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

“…In final phase, the findings of two previous phases were combined to redefine and provide a final definition of the concept. Based on our integrative literature review, mutual benefits include a range of mutual interests, goals, and expectations between the two partner institutions that can be achieved through shared resources and capabilities of them which cannot be achieved on their own [2,20,[25][26][27]. By considering this data and also context-based experience of participants in this study, final definition for mutual benefits in partnership programs between nursing school and teaching hospitals was as follows: achievement the synergy in the training and empowerment of staff, the dynamics of nursing in science and practice, and the production and application of useful knowledge in performance.…”

Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

“…There are a lot of literature about academic-service partnership in nursing and mutual benefits [20], but no scale has been developed to measure achieving these benefits as a success criterion for partnership program. The present study aimed to design the Achieving Mutual Benefits Scale (AMBS) in academic-service partnership programs in nursing and evaluate its psychometric properties.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Academic-Service Partnership programs in nursing: Development and Psychometric Evaluation of Achieving Mutual Benefits Scale (AMBS)

Sadeghnezhad

Nabavi

Najafi

et al. 2020

Preprint

Self Cite

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Background: The first step for the establishment of academic-service partnership programs is identification of mutual benefits. The rate of achievement of these benefits reflects the success rate of the partnership program. This study aimed to develop an achieving mutual benefits scale in nursing academic-service partnership programs. Method: The AMBS was developed based on an analysis of the concept of mutual benefits in nursing academic-service partnership programs by the hybrid model approach. Findings of the concept analysis study was used to produce items pool. Then, the psychometric properties of the scale were evaluated using face, content and construct validities, and internal consistency, and stability for reliability. Results: The AMBS consists of 44 items. Exploratory factors analysis supported six factor with an explained variance of 59.06%. The Cronbach’s α, and Omega coefficient of the scale respectively ranged from 0.77 to 0.93, and 0.75 to 0.9. The content validity index of 0.97, and internal consistency of 0.76 were obtained for the final scale. Conclusions: The AMBS is a valid and reliable scale for the measurement of the mutual benefits achievement rate in nursing academic-service partnership programs in six dimensions of research synergy, managers' synergy in the student education, development of nursing services, reducing the theory-practice gap, and access to the supportive learning environment. It is necessary to consider all dimensions in organizing these programs and assessing the success rate of them.

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Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

Section: Concept Refinement By Hybrid Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic-Service Partnership programs in nursing: Development and Psychometric Evaluation of Achieving Mutual Benefits Scale (AMBS)

Sadeghnezhad

Nabavi

Najafi

et al. 2020

Preprint

Self Cite

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“…Permanent Health Education (PHE) aims to burst the ethical, technical and scientific knowledge of the health care workers and managers, in order to respond to the demands and social health needs in the work process of the health unit to which they belong ( 1 ) ; these actions have collaboratively mobilized educational institutions and health services, with mutual benefits, which translate into advances in the qualification of the care practice and of the training of human resources in health ( 2 ) , by building new forms of interaction between them and the population ( 1 , 3 ) .…”

Section: Introductionmentioning

confidence: 99%

Development of an animated infographic on Permanent Health Education

Dorneles

Martins

Morelato

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: to create an animated infographic on the concept of Permanent Health Education according to the National Policy and its main differences compared to continuing education and health education. Method: a methodological study that analyzed context and knowledge gaps with a literature review and brainstorming; synthesized knowledge into a concept map; built and validated a script; created a didactic design; and produced infographic media. 18 representatives from the Center for Permanent Education and Humanization participated in the stages of context analysis and synthesis of knowledge, and six specialists participated in the validation of the script. Results: through the combination of texts, images, audios, animations and transitions, the concepts, principles and legal journey of the Permanent Education policy were presented with examples from daily work and, at the end, the difference compared to continuing education and health education is presented. The specialist on the theme evaluated the infographic positively as it has clear information that meet the needs of the target audience; favors learning; and is able to circulate in the scientific environment. Conclusion: the infographic includes content on Permanent Health Education as it represents the daily work scenario and encourages reflection by the health care workers.

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Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study

Pedregosa,

Zabalegui,

Fabrellas

et al. 2024

Nursing Open

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AimTo investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within “Dedicated Education Unit” model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.DesignA multi‐country, phenomenological, qualitative study.MethodsFocus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.ResultsData analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment.ConclusionsA close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals’ education and development among others, are elements to set up a powerful clinical learning environment.Implications for the professionIt is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.ImpactDue to the close relationship between students’ learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.Public ContributionOur findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.

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Mutual benefits in academic-service partnership: An integrative review

Cited by 25 publications

References 56 publications

Academic-Service Partnership programs in nursing: Development and Psychometric Evaluation of Achieving Mutual Benefits Scale (AMBS)

Academic-Service Partnership programs in nursing: Development and Psychometric Evaluation of Achieving Mutual Benefits Scale (AMBS)

Development of an animated infographic on Permanent Health Education

Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study

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