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different model of collabrations in nursing education

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28 views8 pages

Print Different Models

different model of collabrations in nursing education

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missnaira5
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© © All Rights Reserved
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MODELS OF TON BETWEE! iDUCATION ERVICE DEFINITION Collaboration is the most formal inter ‘organizational relationship involving shared INTRODUCTION ‘The Nursing profession is faced with increasingly ‘complex healthcare issues driven by technological and medical advancements, an ageing population, increased numbers of people living with chronic disease, re Collaboration is a mutually beneficial and relationship entered into by two or more organizations to achieve common goals. --MURRAY,MONSEY TYPES OF COLLABORATION + INTERDISCPLINARY + MULTI DISCIPLINARY “+ TRANSDISCIPLINARY + INTERPROFESSIONAL, ‘TRANSDISCIPLINARY + Involves multiple disciplines sharing together their knowledge skills atoss traditional disciplinary boundaries in accomplishing tasks or goals. (Hoeman,1996) + Transdisciplnary efforts reflect a process by which individuals work together to develop a shared conceptual famework that integrates and extends discipline specific theories, concepts and methods to addres & common problem indicate the combining of two or more disciplines, ents usually in regard to practice, research andiot * Refers to independent work and decision making such as when disciplines work side by side ona problem. + Collaborative communication rather than shared ‘communication, (Gamer, 1995 & Hoeman 1996) INTER PROFESSIONAL Involve interaction of two or more disciplines involving. professionals who work together, with intention, mutual respect and for commitment for the sake ofa more adequate response to a human problem -(Harbough, 1994). NEED FOR COLLABORATION | “Increasing the gap between nursing, service and education > Graduate nurses often lack practical skills despite their significant knowledge of nursing process and theory > partnership between nursing ‘education and hospital nursing personnel is essential to meet this challenge 1, CLINICAL SCHOOL OP NURSING MODEL [1995] This was the concept of visionary nurses from both university and hospitals The development of the Clinical School offers benefit to bot hospital and university TBnoompidiés the highest level of academic and clinicals nursing research and education, ~ Itbrings academic staff o the Hospital with opportunities for exchange of ideas with clinical nurses with increased opportunities for clinical ursing research, ~ Itis importance of continuing link between theory & practice, MODELS OF COLLABORATION Clinical School of Nursing Model (1995) Dedicated Education Unit Clinical Teaching Mode(1999) Research Joint Appointments [linical char] (2000) 4, Practice research model [PRM] (2001) 5, Collaborative Cinial education Epworth Deskin [CCE Model (2003) 6. The collaborative Approach to nursing care (CAN rmodel(2006) 7. The bridge to practice model [2008] 2,DEDICATED EDUCATION CNECLINIGA EE TEACHING MODEL [1999] Yin this model a partnership of nurse exccutives, staff murses and faculty transformed patient cae units into environments of support for nursing students and staf nurses while continuing the critical work of providing quality care to acutely ill adults (Key ResureS6tse Dedicated Education Unit for UG nursing students + Uses existing resources. + Supports the professional development of nurses + Potential recruiting and retention tool + Allows fo the clinical eduction of increased numbers of students EE 3. RESEARCH JOINT APPOINTMENTS [CLINICAL - Exclusive use ofthe clinical unit by Schoo! of Nursing, CHAIR] 2000 - Use of staf nurses who want to teach as clini > A Joint Appointment has been defined by Lantz etal. (1994), 28“ reparation of clinical instructors for ther teaching role through | {formalised agreement between two institutions where an individual collaborative staff and faculty development ati |. PRACTICE-RESEARCH MODEL (PRM) 2001 ' is an innovative collaborative partnership agreement between Outcomes for educational institution * More in touch withthe real word Hospital and Health Services and University af Technology * More really able to idemityrescerch question, that have the . - potential to make a difference t quality of consumer care + The partnership engages academics in the clinical setting in two delivery collaborative appointments, « Increase collaborative relationship wit the service provider 2. Nurse Research Consultant |e was formed by mursing health In the PRM, the role of Nurse professionals, from the community Research consultant (NRC) was health service and the university who articulated as that of mentor and reed to bridge the consultant on issues related 10 ice gop esearch meth and dis Key elements 1, Collaborative Partnership > Tutorials, laboratories and lineal placements sre conducted by Epworth clinicians who are prepared and supported by Deakin School of Nursing faculty. > The expectation was that increased integration between Hospital and University would enhance clinical education resulting in improved student's application of knowledge and skill as well as increased socialisation to the ‘linicin role" 5. COLLABORATIVE CLINICAL EDUCATION EPWORTH DEAKIN: [CCEED] MODEL, 2003 + Inan effort to improve the quality of new graduste transition, Epworth Hospital and Deakin University rena collaborative project (2003) funded by the National Safety and Quality while ‘Council to improve the support base for nev grads ‘managing the quality of patient care delivery >it developed to facilitate clinial fearing, promote Clinical scholarship and build nurse workforce capability ‘The key findings of pilot CCEED program > Students learning objectives were met and satisfaction was high > Undergraduate clinical education was valued by preceptors and managers asa workforce investment strategy > Preceptors were enriched in their clinieian role >>Preceptons continually promoted atrstng relationship that ‘enabled them to encourage student initiative >> Preceptors managed multiple roles in order to mest demands ‘of patient care and student learning "The essence of CAN care model isthe relationship between the nurse learner (student) and nurse expert (unit based murse) within the context of each nursing situation "focus of student's activities moves from the demonstration ‘of discrete skills end prescribed outcomes to an immersion into professional nursing role, leaning to hear and respond (0 the patients needs and to provide nursing care to achieve ‘quality outcome "This approach to education inthe practice setting is thought to bbe more consistent with the educational needs of nurses wine ace preparing forthe challenges of professionel practice in today's fscute care setings ~ 6. COLLABORATIVE APPROACH TO NURSING CARE [CAN- CARE] MODEL, 2006 "As academic and practice leaders acknowledged the need to ‘work together to promote the education, recruitment and retention cof nurses at all stages oftheir career. ‘The goal was to design an educationally dense, practice based experience to socialize students tothe role of professional nurse *Asecondary goal was to enhance and support the professional and eareer development of unit based nurses * The nurse experinarse leaner relationship * Suppor the growth and development ofboth expert and learner in their roles and responsibilities + Actas an advisor, resouree, role model and educator fr both of them + Provide a creative eaming environment that contribute to Tearing activites as opposed fo just being a setting in which college afiliated faculty appear with students fr a teaching. CAN-Care Model CONCLUSION Collaborative cate models ae increasingly popula in healtheare seltings today. Judicious use of nursing knowledge and expertise slong with strategic planning is essential if nursing isto make ollaborative models a successful reality 7. THE BRIDGE TO PRACTICE, MODEL, 2008 ‘Third, stodents ae actively involved in selecting their lineal placements "Tn this model therefore [Link] + Firs, studanis complet al oftheir clinical experisnes in one participating hospital cond, one full-time teaching faclyy Second ons fle teaching 647 ye pumerous linia associates i hospital, This faculty mersber i given a9 Hospital with one fl ime space usualy inthe nursing education Unversity faculty oversesing the

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