Education and practice collaboration: Mandate for quality education, practice, and research for health care reform

Academic-practice partnerships in evidence-based nursing education: Protocol of a theory-guided scoping review

AIM

This theory-guided scoping review aims to provide an overview of existing literature about academic-practice partnerships in evidence-based nursing education.

BACKGROUND

Academic-practice partnership is an approach to improve evidence-based nursing education, to promote evidence-based nursing practice which could reduce the nursing care discrepancy, improve the nursing care quality and patient safety, reduce healthcare costs and promote nursing professional development. However, the related research is limited and there is a lack of systematic review of related literature.

DESIGN

A scoping review guided by the theories of the Practice-Academic Partnership Logic Model and the JBI Model of Evidence-Based Healthcare.

METHODS

The researchers will use JBI guidelines for scoping reviews and related theories to guide this theory-guided scoping review. The researchers will systematically search Cochrane Library, PubMed, Web of Science, CINAHL, EMBASE, SCOPUS and Educational Resource Information Centre (ERIC) using major search concepts including academic-practice partnership, evidence-based nursing practice and education. Two reviewers will be responsible for independent literature screening and data extraction. Discrepancies would be solved by a third reviewer.

EXPECTED RESULTS

This scoping review will identify related research gaps to provide implications for researchers and identify specific information to provide implications for developing interventions of academic-practice partnerships in evidence-based nursing education.

REGISTRATION NUMBER

This scoping review had been registered on Open Science Framework (https://osf.io/83rfj).

Long-Term Outcomes of a Collaborative Regional Evidence-Based Practice Fellowship

Academic-practice partnerships provide a model for sharing resources, increasing professional knowledge and skills, improving patient outcomes, and strengthening organizational cultures of quality and safety. This article describes the long-term outcomes of a regional collaborative evidence-based practice fellowship. Results reveal the fellowship had a measurable positive impact on fellows' evidence-based practice knowledge and practice, project outcomes, professional growth, and the culture of excellence within partner organizations.

Hallmarks of best practice in academic-service partnerships in nursing: lessons learned from San Antonio

TOPIC INVESTIGATED: The objectives of this project were to (a) identify best practice in academic-practice partnerships; (b) identify the needs and/or desire for greater collaboration and partnership between the University of Texas Health Science Center San Antonio School of Nursing (SON) and key stakeholders in San Antonio, TX; and (c) guide the work of a national task force.

METHODS

One-on-one open-ended interviews were conducted with deans of nursing and vice presidents of patient care services at the six major health systems in San Antonio. Focus groups were also conducted with individuals who included chief nursing officers, vice presidents of a hospital, nurse managers, clinical educators, and clinical researchers. Data were analyzed using content analysis.

RESULTS

Seventy-two individuals participated, and all expressed a desire for greater partnership with the SON. All identified characteristics of best practice in academic-service partnerships and the value or benefits of such partnerships. All participants believed that partnerships between academic and service were critical to the advancement of quality patient care.

CONCLUSIONS

There has been limited research published to date that explicates the complexities of developing and sustaining partnerships between academia and practice. This article highlights preliminary findings on best practices in academic-service partnerships.

Leveraging Academic-Service Partnerships: Implications for Implementing the RWJ/IOM's Recommendations to Improve Quality, Access, and Value in Academic Medical Centers

Transformation of the current healthcare system is critical to achieve improved quality, safety, value, and access. Patients with multiple, chronic health conditions require integrated care coordination yet the current health care system is fragmented and complex. Nursing must play a key role in constructing a system that is value based and patient focused. The Robert Wood Johnson/Institute of Medicine (RWJ/IOM) report on the future of nursing outlines strategic opportunities for nursing to take a lead role in this transformation. Partnerships across academic institutions and health care systems have the potential to address issues through mutual goal setting, sharing of risks, responsibilities, and accountability, and realignment of resources. The purpose of this paper is to present Stony Brook University Medical Center's (SBUMC) academic-service partnership which implemented several of the RWJ/IOM recommendations. The partnership resulted in several initiatives that improved quality, safety, access, and value. It also characterized mutual goal setting, shared missions and values, and a united vision for health care.

Development of a postbasic critical care program for registered nurses: a collaborative venture between education and practice

This article describes a collaborative venture between nursing education and nursing practice focused on continuing education. A province-wide assessment of the educational needs of registered nurses identified the need to create a critical care education program. A critical care project team was established to develop a Postbasic Critical Care Program for registered nurses. The development of the project team, initiation of the program, and the mutual benefits and challenges posed by this collaborative venture are presented.

Collaboration, user involvement and education: a systematic review of the literature and report of an educational initiative

Collaboration is advocated widely through government policy as part of enormous change within the Health Service (Department of Health 1998, 2000b). Directives from policy regarding collaboration impact onto organizations, professions and individuals including users of the service. A literature review suggests that there would appear to be limited anecdotal, discursive or rigorous evidence available on collaboration at all levels including involving users. However, literature does demonstrate a mounting body of evidence that collaboration with users is being promoted as a way of working. This paper reviews the literature around collaboration and user involvement in the context of cancer care. Findings suggest that there is confusion of terminology around collaboration and user involvement. Benefits of and barriers to user involvement are identified and these are explored in the context of caring for the patient with cancer. An evaluation of a team-based educational initiative designed to help health-care professionals working within the cancer arena to explore ways to collaborate with users is presented. Findings suggest that education may be one way to develop collaboration between health-care professionals and service users.

A collaborative model: twenty healthcare agencies and academic institutions share resources to educate preceptors

The Boston Collaborative Learning Group (BCLG), a 20-member consortium of healthcare agencies and academic institutions, originated in 1996 in response to a demand for innovative cost-effective measures. Directors of Staff Development and academicians collaborate and share resources in planning preceptor education programs. Over 750 Boston area nurses have attended 1 of 10 programs offered. This article provides an historical perspective on forming a consortium and the benefits of this collaborative model.

Multisite research: a systems approach

Multisite research is becoming increasingly common because of the need for an adequate sample size and for generalizability of results beyond a single facility. Collaboration in a research project poses unique challenges due to the number of persons and facilities involved. The use of a systems approach to structure the research process in a study of pain in children with leukemia is described, using the principles to structure, conduct, and conclude the multisite project.

Faculty Practice in Joint Appointments: Implications for Nursing Staff Development

Faculty joint appointments can capitalize on the talents and unique knowledge of nurses in varied settings. Altered role expectations, recurring emphases on cost control, and demands for accountability in the transforming health care system urge academic nursing faculty and clinically-based nurses to work together to achieve requisite health care and educational outcomes. This article addresses the types of faculty practice models, discusses three major role types of joint appointments, and presents the benefits and challenges of faculty functioning in joint appointments. Implications for nursing staff development are examined.