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Compton-McBride S, Reed A, McGuire K, Andrews A, Liesveld J. Better Together: Collaboration to Enhance the Nursing Workforce. Nurs Adm Q 2023; 47:329-337. [PMID: 37643232 DOI: 10.1097/naq.0000000000000603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
Nursing is a demanding profession that calls for nurses to devote time, energy, advocacy, and compassion to improving clients' lives while providing safe, efficient care. Nurses make personal sacrifices to meet their clients' needs, which do not come without costs to their well-being. An increased migration of novice nurses out of the profession and the need to increase the volume of the nursing workforce by an average of 8% annually to address the projected nursing shortage presents a compelling need for immediate action. Reimagining the concept of academic-service partnerships to provide exposure to opportunities that can equip and empower novice nurses as they emerge into professional practice cannot be underestimated. Implementing approaches to assess, support, and nurture the health and well-being of nurses and health care organizations is foundational to retention.
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Affiliation(s)
- Sheri Compton-McBride
- School of Nursing, Southern Illinois University Edwardsville, Edwardsville, Illinois
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Palese A, Chiappinotto S, Bayram A, Sermeus W, Suhonen R, Papastavrou E. Exploring unfinished nursing care among nursing students: a discussion paper. BMC Nurs 2023; 22:272. [PMID: 37596561 PMCID: PMC10436392 DOI: 10.1186/s12912-023-01445-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 08/10/2023] [Indexed: 08/20/2023] Open
Abstract
BACKGROUND In line with the impetus traceable among the nursing staff, studies regarding the perception of Unfinished Care among students have increased in recent years as also recommended by some policy documents in the consideration that, as future members of the staff, they are expected to raise concerns about failures in the standards of care. However, no discussion of their methodological requirements has been provided to date. The aim of this study is to debate Unfinished Care explorations among nursing students and developing recommendations. METHODS A Rapid Review was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, followed by a scientific discussion based on empirical evidence that emerged from the review combined with expert knowledge. Medline, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Scopus databases were searched up to May 2022. RESULTS In the last five years, seven studies have been conducted by researchers affiliated at the university level, involving from 18 to 737 undergraduate students across Europe. By critically analysing their key aspects, there are derived some recommendations in conducting investigations in this field as, (a) the hidden meaning of Unfinished Care investigations among students by also deciding which concept is mostly appropriate to investigate; (b) the need of establishing alliances with the clinical settings in order to involve them in such explorations; (c) more complex research methods capable of exploring this issue among students by promoting learning outcomes and not only a simple data collection; and (e) the influences of these explorations on students' wellbeing, as well as on ethical implications and that regarding the relationship between the healthcare services and the universities. CONCLUSION Policymakers consider students to be key informants of the quality of nursing care issues witnessed during their clinical placements. The related emerging line of research is intriguing because of the underlying methodological, ethical and system complexities that need to be addressed according to some considerations.
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Affiliation(s)
- Alvisa Palese
- Department of Medical Science, University of Udine, Udine, Italy.
| | | | - Aysun Bayram
- Faculty of Health Sciences, Karadeniz Technical University, Trabzon, Turkey
| | - Walter Sermeus
- Leuven Institute for Healthcare Policy, University of Leuven, Leuven, Belgium
| | - Riitta Suhonen
- Department of Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
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Clifton J, Maruca AT, Loeb SJ, Zucker DM, Muse M, Shelton D. Nurse academic-practice partnerships in justice systems: Building upon the evidence. J Prof Nurs 2022; 40:20-27. [PMID: 35568454 PMCID: PMC9107593 DOI: 10.1016/j.profnurs.2022.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Revised: 02/05/2022] [Accepted: 02/06/2022] [Indexed: 11/22/2022]
Affiliation(s)
- Jennifer Clifton
- University of Utah, College of Nursing, 10 South 2000 East, Salt Lake City, UT, United States of America.
| | - Annette T Maruca
- University of Connecticut, School of Nursing, 231 Glenbrook Road, Storrs, CT 06269, United States of America
| | - Susan J Loeb
- Ross and Carol Nese College of Nursing, 201 Nursing Sciences Building, The Pennsylvania State University, University Park, PA 16802, United States of America
| | - Donna M Zucker
- University of Massachusetts Amherst, College of Nursing, 650 No. Pleasant St., Amherst, MA 01003, United States of America.
| | - Mary Muse
- Wisconsin Department of Corrections, 3099 East Washington Ave., Madison, WI 53704, United States of America.
| | - Deborah Shelton
- Shelton Consulting Services, LLC, 624, Hendersonville, NC 28739, United States of America
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Albert NM, Chipps E, Klein CJ, Briskin I, Falkenberg Olson AC, Liu Hand L, Harmon MM, Heitschmidt M, Talsma A. A cross‐sectional study of United States Academic‐clinical research collaborations: Characteristics, resources, benefits and outcomes. J Clin Nurs 2020; 31:435-444. [DOI: 10.1111/jocn.15597] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2020] [Revised: 11/07/2020] [Accepted: 11/29/2020] [Indexed: 01/22/2023]
Affiliation(s)
| | - Esther Chipps
- The Ohio State University Wexner Medical CenterThe Ohio State University College of Nursing Columbus OH USA
| | | | | | | | | | | | | | - AkkeNeel Talsma
- University of Wisconsin‐Milwaukee College of Nursing Milwaukee WI USA
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Dugle G, Wulifan JK, Tanyeh JP, Quentin W. A critical realist synthesis of cross-disciplinary health policy and systems research: defining characteristic features, developing an evaluation framework and identifying challenges. Health Res Policy Syst 2020; 18:79. [PMID: 32664988 PMCID: PMC7359589 DOI: 10.1186/s12961-020-00556-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Accepted: 03/27/2020] [Indexed: 12/21/2022] Open
Abstract
BACKGROUND Health policy and systems research (HPSR) is an inherently cross-disciplinary field of investigation. However, conflicting conceptualisations about inter-, multi- and transdisciplinary research have contributed to confusion about the characteristics of cross-disciplinary approaches in HPSR. This review was conducted to (1) define the characteristic features of context-mechanism-outcome (CMO) configurations in cross-disciplinary HPSR, (2) develop criteria for evaluating cross-disciplinarity and (3) synthesise emerging challenges of the approach. METHOD The paper is a critical realist synthesis conducted in three phases, as follows: (1) scoping the literature, (2) searching for and screening the evidence, and (3) extracting and synthesising the evidence. Five databases, namely the International Bibliography of the Social Sciences and Web of Science, PubMed central, Embase and CINHAL, and reference lists of studies that qualified for inclusion in the review were searched. The search covered peer-reviewed original research, reviews, commentary papers, and institutional or government reports published in English between January 1998 and January 2020. RESULTS A total of 7792 titles were identified in the online search and 137 publications, comprising pilot studies as well as anecdotal and empirical literature were selected for the final review. The review draws attention to the fact that cross-disciplinary HPSR is not defined by individual characteristics but by the combination of a particular type of research question and setting (context), a specific way of researchers working together (mechanism), and research output (outcome) that is superior to what could be achieved under a monodisciplinary approach. This CMO framework also informs the criteria for assessing whether a given HPSR is truly cross-disciplinary. The challenges of cross-disciplinary HPSR and their accompanying coping mechanisms were also found to be context driven, originating mainly from conceptual disagreements, institutional restrictions, communication and information management challenges, coordination problems, and resource limitations. CONCLUSION These findings have important implications. First, the CMO framework of cross-disciplinary HPSR can provide guidance for researchers engaging in new projects and for policy-makers using their findings. Second, the proposed criteria for evaluating theory and practice of cross-disciplinary HPSR may inform the systematic development of new research projects and the structured assessment of existing ones. Third, a better understanding of the challenges of cross-disciplinary HPSR and potential response mechanisms may help researchers to avoid these problems in the future.
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Affiliation(s)
- Gordon Dugle
- Department of Management Studies, School of Business and Law, University for Development Studies, Box UPW 36, Wa Campus, Wa, Ghana
- Nottingham University Business School, Jubilee Campus, Nottingham, NG8 1BB UK
| | - Joseph Kwame Wulifan
- Department of Management Studies, School of Business and Law, University for Development Studies, Box UPW 36, Wa Campus, Wa, Ghana
| | - John Paul Tanyeh
- Department of Management Studies, School of Business and Law, University for Development Studies, Box UPW 36, Wa Campus, Wa, Ghana
| | - Wilm Quentin
- Department of Healthcare Management, TU, Berlin, Germany
- European Observatory on Health Systems and Policies, Berlin, Germany
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NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs. JOURNAL OF NURSING REGULATION 2020. [DOI: 10.1016/s2155-8256(20)30075-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
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Yi YJ, Lee H, Park K. The role of academic-practice partnerships from perspectives of nursing students: A cross -sectional study. NURSE EDUCATION TODAY 2020; 89:104419. [PMID: 32298952 DOI: 10.1016/j.nedt.2020.104419] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2019] [Accepted: 03/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Collaborations between nursing schools and teaching hospitals are important for achieving the goals of clinical nursing education. While previous work showed that nursing students benefit from academic-practice partnerships, it is unclear how these collaborations help nursing students. OBJECTIVE To identify the role of academic-practice partnerships from the perspective of nursing students. Two hypothetical models based on system theory were proposed that utilized input-transformation-output processes. The input, transformation, and outputs were the "academic-practice partnership", "interaction between nurses and nursing students", and "professional self-concept and organizational socialization of nursing students", respectively. DESIGN This study used a cross-sectional research design. SETTING This study was conducted at a nursing school in Korea. PARTICIPANTS The participants included 243 fourth-year nursing students who were about to graduate. METHODS A questionnaire was used to collect data in August 2019. Path analysis was used to explore the models to determine the roles of academic-practice partnerships. RESULTS Two hypothetical models indicated the role of academic-practice partnership. The academic-practice partnership positively affected the interaction between nurses and nursing students, which directly and indirectly benefitted professional self-concept and organizational socialization of nursing students. CONCLUSION The higher perceived academic-practice partnership by nursing students, the better their interactions with nurses, professional self-concept, and organizational socialization. Therefore, nursing students should be aware of the academic-practice partnerships and nursing educators should effectively show these partnerships or collaborations to nursing students. Moreover, nursing educators should also encourage nursing students to interact with their preceptors in their practicums and, as nurses are important educators in academic-practice partnerships, they should be qualified as preceptors to teach nursing students.
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Affiliation(s)
- Yeo Jin Yi
- School of Nursing, Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul 04763, Republic of Korea.
| | - Hanyi Lee
- School of Nursing, Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul 04763, Republic of Korea.
| | - Kyongok Park
- Department of Nursing, Gangneung-Wonju National University, 150, Namwon-ro, Heungeop-myeon, Wonju-si, Gangwon-do 26403, Republic of Korea.
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Bruzzese JM, Usseglio J, Goldberg J, Begg MD, Larson EL. Professional development outcomes associated with interdisciplinary research: An integrative review. Nurs Outlook 2020; 68:449-458. [PMID: 32448512 DOI: 10.1016/j.outlook.2020.03.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 03/13/2020] [Accepted: 03/21/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Interdisciplinary research among health care professionals has gained importance over the last 20 years, but little is known about its impact on career development. PURPOSE This study examined professional development outcomes associated with interdisciplinary research. METHODS An integrative review was conducted using Whittmore and Knafl's framework. PubMed, Embase, PsycInfo, Web of Science, and CINAHL were searched to identify studies. FINDINGS Thirteen studies were included. The majority used bibliometric analyses, finding that moderate level of interdisciplinary collaboration was associated with a greater amount and higher quality of publications. Interdisciplinary publications allocated more credit (i.e., had more authors). Interdisciplinary research proposals had less funding success than single discipline proposals. Important cultural and personal aspects of interdisciplinary research (e.g., work and communication styles, research goals) have not been assessed to date. DISCUSSION Rigorous qualitative studies are needed to characterize benefits and challenges of interdisciplinary research to scholars and to institutions.
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Affiliation(s)
| | - John Usseglio
- Augustus C. Long Health Sciences Library, Columbia University Irving Medical Center, New York, NY
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Abstract
Service improvements in health care can improve provision, make cost savings, streamline services and reduce clinical errors. However, on its own it may not be adequate for improving patient outcomes and quality of care. The complexity of healthcare provision makes service improvement a challenge, and there is little evidence on whether improvement initiatives change healthcare practices and improve care. To understand the concept of service development within health care, it is necessary to explore the national context and how the NHS has adopted improvement initiatives. To equip the nursing workforce with the skills necessary to make positive change, higher education institutions have developed courses that include the topic within their pre-registration programmes. However, service improvement is a learned skill that nurses need to practise in order to become competent.
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Affiliation(s)
- Lynn Craig
- Subject Lead Adult Nursing, Senior Lecturer, Northumbria University, Newcastle upon Tyne
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Learning in Practice: Collaboration Is the Way to Improve Health System Outcomes. Healthcare (Basel) 2019; 7:healthcare7030090. [PMID: 31324061 PMCID: PMC6787743 DOI: 10.3390/healthcare7030090] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Revised: 07/03/2019] [Accepted: 07/03/2019] [Indexed: 11/29/2022] Open
Abstract
Evidence suggests that it is challenging for universities to develop workplace-relevant content and curricula by themselves, and this can lead to suboptimal educational outcomes. This paper examines the development, implementation, and evaluation of Australia’s first tertiary graduate course in healthcare redesign, a partnership initiative between industry and university. The course not only provides students with an understanding of person-centered sustainable healthcare but also the skills and confidence to design, implement, and evaluate interventions to improve health service delivery. Increasing students’ application of new knowledge has been through work-integrated learning, a pedagogy that essentially integrates theory with the practice of workplace application within a purposely designed curriculum. The specific aim of this study was to examine the outcomes of the course after two years, utilizing an anonymous online survey of graduates. Sixty-two graduates (48%) completed the survey. Kirkpatrick’s four-level evaluation model was used to analyze the data. The analysis revealed high satisfaction levels in relation to the course content and delivery. Through successful completion of the innovative course, students had increased their knowledge of health system redesign methods and, importantly, the ability to translate that knowledge into everyday practice. Graduates of the clinical redesign course reported that they had been able to transfer their skills and knowledge to others in the workplace and lead further improvement projects.
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Moran V, Hansen R, Schweiss D. Outcomes of a Critical Care Hospital-Based Fellowship for Senior Nursing Students. J Nurs Educ 2018; 57:469-475. [PMID: 30070671 DOI: 10.3928/01484834-20180720-04] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Accepted: 03/27/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND A partnership between four academic sites and one practice site was created to address a gap in baccalaureate nursing education resulting from the lack of pediatric and critical clinical experience. Four schools of nursing (SONs) were invited to recruit senior-level nursing students to participate in a critical care fellowship opportunity during their senior synthesis courses. METHOD In a mixed-method evaluation, data were collected through three questionnaires. RESULTS The findings indicated that the students increased their knowledge and ability in caring for critical pediatric patients. The difference in clinical hours by the SONs did not reveal significant mean differences across measures of self-efficacy, clinical knowledge, or clinical confidence. CONCLUSION The critical care hospital-based fellowship can be used as a partnership between a hospital and SONs to expose prelicensure students to clinical experiences and education related to pediatric critical care to decrease nursing shortages in these specialty areas. [J Nurs Educ. 2018;57(8):469-475.].
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Sebastian JG, Breslin ET, Trautman DE, Cary AH, Rosseter RJ, Vlahov D. Leadership by collaboration: Nursing's bold new vision for academic-practice partnerships. J Prof Nurs 2018; 34:110-116. [DOI: 10.1016/j.profnurs.2017.11.006] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2017] [Revised: 11/07/2017] [Accepted: 11/13/2017] [Indexed: 11/24/2022]
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Improving Nurse Competencies for Using Evidence in Practice: A Pilot Study of the Language of Data Program. J Nurses Prof Dev 2018; 33:287-295. [PMID: 28991064 DOI: 10.1097/nnd.0000000000000398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Nursing professional development practitioners are in a key position to use tools that foster nurses' interpretation of research findings for increased use of evidence in practice. An online course was developed to teach statistics as language. The feasibility and efficacy of this "Language of Data" program were examined in a pilot study with a convenience sample from inpatient settings. Recognition and interpretation of statistical symbols significantly improved after the intervention. Knowledge, confidence, and accuracy also improved. The Language of Data program may be used by nursing professional development practitioners to improve nurses' adoption of evidence-based practice by furthering their ability to translate science.
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Dhakal P, Long JD. Enhancing EBP Skills of RN-BSN Students Through Academic Mentoring in Independent Study. Worldviews Evid Based Nurs 2017; 14:334-335. [PMID: 28226186 DOI: 10.1111/wvn.12210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/14/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Prabina Dhakal
- Registered Nurse Resident, Cleveland Clinic, Cleveland, OH, USA
| | - JoAnn D Long
- Professor and Director of Nursing Research & Development, Department of Nursing, Lubbock Christian University, Lubbock, TX, USA
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Kim SC, Ecoff L, Brown CE, Gallo AM, Stichler JF, Davidson JE. Benefits of a Regional Evidence-Based Practice Fellowship Program: A Test of the ARCC Model. Worldviews Evid Based Nurs 2017; 14:90-98. [DOI: 10.1111/wvn.12199] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/24/2016] [Indexed: 12/01/2022]
Affiliation(s)
- Son Chae Kim
- Professor, St. David's School of Nursing; Texas State University; Round Rock TX USA
| | - Laurie Ecoff
- Director of Research, Education, and Professional Practice; Sharp Memorial Hospital; San Diego CA USA
| | | | - Ana-Maria Gallo
- Director of Nursing Education, Research, and Professional Practice; Sharp Grossmont Hospital; La Mesa CA USA
| | - Jaynelle F. Stichler
- Professor Emerita, San Diego State University and Consultant, Research and Professional Development; Sharp Memorial Hospital and Sharp Mary Birch Hospital for Women & Newborns; San Diego CA USA
| | - Judy E. Davidson
- EBP/Research Nurse Liaison; University of California San Diego Health System; San Diego CA USA
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Kavanagh JM, Szweda C. A Crisis in Competency: The Strategic and Ethical Imperative to Assessing New Graduate Nurses' Clinical Reasoning. Nurs Educ Perspect 2017; 38:57-62. [PMID: 29194297 DOI: 10.1097/01.nep.0000000000000112] [Citation(s) in RCA: 178] [Impact Index Per Article: 25.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
AIM The aim of the study was to assess entry-level competency and practice readiness of newly graduated nurses. BACKGROUND Literature on success of new graduates focuses primarily on National Council of State Boards of Nursing Licensure Examination (NCLEX-RN) pass rates, creating a false and incomplete picture of practice readiness. METHOD Posthire and prestart Performance-Based Development System assessments were administered to more than 5,000 newly graduated nurses at a large midwestern academic medical center between July 2010 and July 2015. RESULTS Aggregate baseline data indicate that only 23 percent of newly graduated nurses demonstrate entry-level competencies and practice readiness. CONCLUSION New data suggest that we are losing ground in the quest for entry-level competency. Graduates often are underprepared to operate in the complex field of professional practice where increased patient acuity and decreased length of stay, coupled with a lack of deep learning in our academic nursing programs, have exacerbated a crisis in competency.
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Affiliation(s)
- Joan M Kavanagh
- About the Authors Joan M. Kavanagh, MSN, RN, NEA-BC, is the associate chief nurse of nursing education and professional development, Cleveland Clinic Foundation, Cleveland, Ohio. Christine Szweda, MS, BSN, RN, is the senior director, operations of nursing education and professional development, Cleveland Clinic Foundation. For more information, contact Joan Kavanagh at
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Madler B, Helland M. Establishing a Viable Workforce Pipeline of Primary Care Nurse Practitioners: Benefits of a Health System and Academic Partnership. Nurs Adm Q 2017; 41:20-28. [PMID: 27918401 DOI: 10.1097/naq.0000000000000209] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Maldistribution and shortages of primary care providers, changing reimbursement structures, movement from inpatient to community-based models of care, an aging population, and health care reform lead to increased numbers of patients seeking care. All of these phenomena have a part in creating a health care landscape that requires industry leaders enlist innovative strategies to meet the health care needs of their communities. Delivery of high-quality, efficient care by qualified providers is essential for the success of any health care system. Partnerships between health systems and academic centers of learning to develop a pipeline of providers is one inventive approach that can address primary care workforce needs. The purpose of this article was to share an example of an academic/health care system partnership to address primary care workforce needs in a rural Midwestern region.
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Affiliation(s)
- Billie Madler
- Online and Distance Nursing Education, University of Mary, Nursing Division, Bismarck, North Dakota (Dr Madler); and Catholic Health Initiatives, Fargo, North Dakota (Ms Helland)
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Granger BB, Engel J. Creating Clinical Research Protocols in Advanced Practice: Part I, Identifying the Fit and the Aim. AACN Adv Crit Care 2016; 27:338-343. [PMID: 27959317 DOI: 10.4037/aacnacc2016279] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Affiliation(s)
- Bradi B Granger
- Bradi B. Granger is Director, Heart Center Nursing Research Program, Duke University Health System and Associate Professor, Duke University School of Nursing, 307 Trent Dr, DUMC Box 3322, Durham, NC 27710 . Jill Engel is Associate Chief Nursing Officer and Director of Patient Care Services at Duke University Hospital, Durham, North Carolina
| | - Jill Engel
- Bradi B. Granger is Director, Heart Center Nursing Research Program, Duke University Health System and Associate Professor, Duke University School of Nursing, 307 Trent Dr, DUMC Box 3322, Durham, NC 27710 . Jill Engel is Associate Chief Nursing Officer and Director of Patient Care Services at Duke University Hospital, Durham, North Carolina
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Moch SD, Jansen DA, Jadack RA, Page P, Topp R. Collaborating With Businesses to Support and Sustain Research. West J Nurs Res 2015; 37:1308-22. [DOI: 10.1177/0193945915578541] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Financial assistance is necessary for sustaining research at universities. Business collaborations are a potential means for obtaining these funds. To secure funding, understanding the process for obtaining these business funds is important for nursing faculty members. Although faculty rarely request funding from businesses, they are often in a position to solicit financial support due to existing relationships with clinical agency administrators, staff, and community leaders. The economic support received from businesses provides outcomes in nursing research, research education, academic–service partnerships, and client health care. This article describes the steps and processes involved in successfully obtaining research funding from businesses. In addition, case examples for securing and maintaining funding from health care agencies (evidence-based practice services) and from a health manufacturing company (product evaluation) are used to demonstrate the process.
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Affiliation(s)
| | | | | | - Phil Page
- Performance Health Brands, Akron, Ohio USA
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Mulready-Shick J, Flanagan K. Building the evidence for dedicated education unit sustainability and partnership success. Nurs Educ Perspect 2014; 35:287-293. [PMID: 25291923 DOI: 10.5480/14-1379] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
AIM To evaluate the sustainability of dedicated education units (DEUs) within an academic-service partnership. BACKGROUND A two-year, multisite, mixed-methods study with a randomized control trial was designed to isolate the effects of the DEU innovation on clinical education quality, teaching capacity, work life, and productivity. METHOD Interview data from 34 participants were analyzed for interactions and behaviors that indicated sustainability. RESULTS Seven themes portrayed successful participant interactions, revealing shifting roles based on mutual respect and collaboration among engaged partners working within complex adaptive systems. Relationship building and partnership achievements were confirmed as key components in DEU sustainability. CONCLUSION Sustainable, mature clinical education partnerships depend on implementing routinizing, reinforcing, recognizing, and rewarding activities. Unit level success relies on foundational structures that support the ongoing development of DEU clinical instructors. DEU sustainability will depend on the continual creation of new meaning for participants and the generation of new resources and results.
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Yevchak AM, Fick DM, McDowell J, Monroe T, May K, Grove L, Kolanowski AM, Waller JL, Inouye SK. Barriers and facilitators to implementing delirium rounds in a clinical trial across three diverse hospital settings. Clin Nurs Res 2013; 23:201-15. [PMID: 24121464 DOI: 10.1177/1054773813505321] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Delirium occurs in more than half of hospitalized older adults with dementia, substantially worsening outcomes. The use of multiple strategies and a local opinion leader, unit champion, has cumulative and lasting effects compared with single-strategy interventions. The purpose of this article is to describe the early barriers and facilitators to rounding with unit champions in a cluster randomized clinical trial in Year 2 of a 5-year trial (5R01NR011042-02). This is a mixed-method study nested within an ongoing multisite cluster-randomized, controlled clinical trial. Descriptive and comparative statistics were collected on N = 192 nursing rounds. Qualitative data were thematically analyzed. On average, rounds lasted 25.54 min (SD = 13.18) and were conducted with the unit champion 64% of the time. This is one of the first studies to systematically address quantitative and qualitative barriers and facilitators to nurse-led delirium rounds, demonstrating the gradual adoption of an intervention in diverse clinical settings.
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Affiliation(s)
- Andrea M Yevchak
- Pennsylvania State University School of Nursing, University Park, USA
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Development of a regional nursing research partnership for academic and practice collaborations. Nurs Res Pract 2013; 2013:473864. [PMID: 23984059 PMCID: PMC3745952 DOI: 10.1155/2013/473864] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2013] [Accepted: 07/10/2013] [Indexed: 11/18/2022] Open
Abstract
Background. Collaborative nursing research across academic and practice settings is imperative to generate knowledge to improve patient care. Models of academic/practice partnerships for nursing research are lacking. This paper reports data collected before and during a one-day retreat for nurse researchers and administrators from local universities and health care organizations designed to establish a regional nursing research partnership. Methods. Quantitative and qualitative methods were used to address the study aims: (1) to assess research involvement and institutional research resources; (2) to assess interest in and concerns regarding cross-institutional collaborations; and (3) to describe perceptions of the purpose of a partnership and resources needed to ensure success. Results. Participants (n = 49) had differing perceptions of accessibility to resources; participants in practice settings reported less accessibility to resources, notably grant development, informatics, and research assistant support. Participants were interested in collaboration although concerns about conflict of interest were expressed. Four themes related to partnering were identified: harnessing our nursing voice and identity; developing as researchers; staying connected; and positioning for a collaborative project. Conclusion. Academic-practice research collaborations will become increasingly important with health care system changes. Strategies to develop and sustain productive partnerships should be supported.
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Peters K, Halcomb EJ, McInnes S. Clinical placements in general practice: Relationships between practice nurses and tertiary institutions. Nurse Educ Pract 2013; 13:186-191. [DOI: 10.1016/j.nepr.2012.09.007] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2012] [Revised: 07/31/2012] [Accepted: 09/09/2012] [Indexed: 10/27/2022]
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