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PubMedDate not supplied

Nursing education and service collaboration: making a difference in the clinical learning environment.

This article focuses on innovative collaborative steps that were identified in recent research conducted by these authors on the relationship between academia and service. These steps are currently being implemented in the hope of improving the important role that the clinical environment plays in student nurses' education. Few factors in nursing education are as important as the clinical environment in which students do their training. This article elaborates on these steps and offers practical suggestions for improving the relationship between academia and service.

Adaptation, Psychological↗
PubMed2001

Evaluation of a geriatrics course emphasizing interdisciplinary issues for chiropractic students.

In 1998, the Iowa Geriatric Education Center (IGEC) was funded by the U.S. Health Resources and Services Administration Bureau of Health Professions. The role of the chiropractic institution participating as a partner in the IGEC was to develop and evaluate a model geriatrics course for chiropractic students emphasizing experiential learning and interdisciplinary issues. The evaluation assessed changes in the students' knowledge of geriatrics and their attitudes toward older adults and toward interdisciplinary issues. There were 197 students in the class. The alternate course was offered to 20 volunteers for the pilot test. Score changes from baseline to post-intervention were evaluated using the Wilcoxon signed-ranks test. Instruments were Facts on Aging Quiz (FAQ), Aging Semantics Differential (ASD), and Interdisciplinary Education Perception Scale (IEPS). Median scores improved by 12 percentage points on FAQ (p = 0.002), 18 points on the ASD (p = 0.007), and decreased by 15 points on the IEPS (p = 0.064). Integration of the course into the curriculum is being planned, and the evaluation scheme appears appropriate for other health professions, such as nursing, to use for evaluating interdisciplinary geriatrics courses for their students.

Adult↗
PubMed1983

The role of the nursing school in the academic health center: report of a study.

This paper highlights for the nursing education community selected data from a recently completed study of the organization and governance of academic health centers, conducted under the auspices of the Association of Academic Health Centers and funded by the W.K. Kellogg Foundation. It is hoped that the limited information presented here will stimulate interest in the larger study. Presented and discussed are data derived from three different questionnaires used in the study. Top administrators in academic health centers were surveyed in order to produce information on the structural components and hierarchical relationships in contemporary academic health centers, the processes by which decisions are made and conflicts are resolved, and the conditions which administrators envision for their institutions in the future. Deans of nursing schools were part of the survey group, and their responses are examined along with those of deans of other health professional schools.

Academic Medical Centers↗
PubMed1991

Collaboration as an organizational process.

Successful collaboration does not happen by chance. An understanding of organizations and systems, and planned preventive and corrective actions are needed. These two different experiences with health departments in two different states have helped elucidate the relevant principles and provided examples that may be useful to others in building collaborative research relationships.

Communication↗
PubMed1994

The need for significant reform: a practice-driven approach to curriculum.

The central theme of the curriculum revolution is the preparation of graduates with new and different perspectives and abilities who can function well in a rapidly changing health care environment. Discussions of approaches needed to prepare such graduates center on making substantive changes within the education system. Experience from a collaborative undergraduate nursing program reveal that revised structural and power relationships between nursing education and nursing practice are needed to support such fundamental changes in nursing curricula. This article explores structural and power relationship issues arising from implementing a practice-driven, phenomenological approach to a 4-year undergraduate nursing curriculum. The meaning of a practice-driven approach, the inherent benefits and risks, the outcomes and evaluation issues are included in the discussion. It is suggested that if learning to nurse is grounded in nursing practice as well as in nursing academia, then systems of nursing practice and of educating nurses must change.

Curriculum↗
PubMed2001

Student outcomes of the healing web: evaluation of a transformative model for nursing education.

The Healing Web is a transformative nursing model, bridging gaps between nursing education and practice, baccalaureate and associate degree education, and public and private educational institutions. It is an educational prototype in which nursing students experience collaborative clinical practice in a differentiated practice model. Based on the Healing Web framework, it was hypothesized that the educational partnership model would influence specific student competencies (i.e., caring abilities, leadership skills, assertiveness, and professional nursing behaviors). Students in the Healing Web program scored higher in caring knowing, caring courage, leadership, and assertiveness than their counterparts who participated in traditional clinical experiences. Students identified collaboration, partnership with students and staff, and learning to value different nursing roles as primary benefits of the experience. Findings support the contribution of Healing Web experiences to selected student outcomes, but the research is limited by instrumentation, small numbers, and the question of adequate "dosage." Future research will emphasize qualitative methods to explicate significant concepts more completely.

Analysis of Variance↗
PubMed2006

Generational (age) differences in nursing students' preferences for teaching methods.

A generational age transformation is occurring in nursing classrooms across the United States. Nurse educators need to prepare for the different values and expectations of students from Generation X and the newly emerging Generation Y in the educational environment. This quantitative, descriptive research begins to examine the preferences and expectations of these generations regarding teaching methods.

Adolescent↗
PubMed1991

Coordinating psychosocial nursing care across treatment settings.

A criticism sometimes made of nurse practitioners is that they want to be or think they are doctors. Who has not heard a nurse administrator accused of having lost her nursing identity, or of a faculty person who no longer knows nursing? Before BSN degrees were common, there were stories of 4-year nurses who believed they were above providing direct care and identified only with the administrative roles on the unit. These criticisms have been made by nurses. It is only recently that nurses are recognizing that fragmentation of the profession along these and other lines disempowers us and may result in non-nurses delineating what our practice will be. Perhaps stimulated by the nursing shortage and an increased awareness of our collective power, nurses are more vocal and we are owning our identity as nurses. Psychosocial nurses, perhaps because of conflicts related to professional territory with psychiatry, psychology, and social work, or because of the ramifications of third party payments, are less likely to assume the generic title of "therapist" than in the past. More often, there seems to be a coming together of psychosocial nurses with each other and with the nursing community as a whole. This coming together enhances the potential for nurse-to-nurse communication and sets the stage to allow nursing to become the bridge needed by consumers of mental health services. I am hopeful that psychosocial nursing will meet this challenge.

Communication↗
PubMed2006

Reconnecting with policy: requirements for survival as a mental health nurse.

This article discusses the disconnection between mental health nurses and policy, and the importance of reconnecting such relationships not only to benefit the consumers with whom we work but also to influence health care policies and, ultimately, contribute to strategies to improve the health of our nation. In this article, I draw on my own experiences and apply these to a discussion of how we, as mental health nurses, can influence and strengthen our relationships with nursing policy.

Attitude of Health Personnel↗
PubMed1997

The impact of the classroom environment on defining function in school-based practice.

OBJECTIVE: Whether the environment is stressed in function-dysfunction decisions appears to depend on where in the hierarchy of components of complex tasks and of role skills the evaluating therapist is focused. This study examined the intervention planning decisions of occupational therapists who used the Model of Student Role Adaptation, which emphasizes the complex tasks involved in the student role. The purpose of the study was to determine whether these therapists were responding to environmental demands in planning their interventions. METHOD: Special education teachers selected tasks that they believed were the most essential for student functioning within their classroom environments. These selections were compared with the goals and objectives developed by occupational therapists who serve children in these settings. RESULTS: Chi square analysis indicated a significant relationship between tasks designated by the teacher participants as environmental demands and those included in occupational therapy intervention planning. CONCLUSION: The results suggest that the occupational therapist participants were responding to the environmental demands of the classroom when constructing their intervention plans.

Activities of Daily Living↗
PubMed2002

Win-win-win: collaboration advances critical care practice.

Against a background of increasing interest in education post registration, New Zealand nurses are working to advance their professional practice. Because the acquisition of highly developed clinical capabilities requires a combination of nursing experience and education, collaboration between clinicians and nurse educators is essential. However, the accessibility of relevant educational opportunities has been an ongoing issue for nurses outside the country's main centres. Within the framework of a Master of Health Science, the postgraduate certificate (critical care nursing) developed between Auckland University of Technology and two regional health providers is one such example. Students enrol in science and knowledge papers concurrently then, in the second half of the course, are supported within their practice environment to acquire advanced clinical skills and to analyse, critique and develop practice within their specialty. This paper provides an overview of the structure and pr month, distance education course focused on developing the context of critical care nursing.

Attitude of Health Personnel↗
PubMed2006

Enhancing nursing students' clinical placement experiences: a quality improvement project.

Clinical experience is recognised as the core of nursing education. Quality clinical placements across a variety of venues are vital to the development of capable and competent professionals. However there is evidence, both anecdotal and empirical, suggesting that students' clinical placement experiences are fraught with problems. The quality improvement project described in this paper aimed to improve the clinical learning experience of nursing students by strengthening communication and partnerships between the university and the two local health services. To achieve this goal, clinicians' perceptions of the problems related to clinical placements and their recommendations for improvement were explored. Focus groups, brainstorming sessions, personal interviews and surveys were used to collect qualitative and quantitative data. Problems and priority issues were identified as more than five hundred clinicians expressed their concerns, claims and issues. Key findings from the project are described under five themes: communication breakdown between the university and clinicians; mentorship; preparation for clinical placements; clinical competence; and graduates' readiness for practice. Utilising a quality improvement framework this project promoted vigorous debate and dialogue between university and health service partners. The nature and extent of the problems surrounding clinical placements were examined, high priority issues targeted for improvement, and the subsequent results measured through feedback from clinicians and students. The success of this project, although impressive in the early stages, will depend upon ongoing communication and evaluation to ensure sustainability of the improvements made.

Attitude of Health Personnel↗