2. objectives
End of the lecture each student will be able to :
Define collaboration
List effects or importance of
collaboration
Describe different types of
collaboration
Explain different models of
collaboration

3. Out lines
Introduction
Meaning of collaboration
Definition of collaboration
Effect or importance of collaboration
Types of collaboration :
1. Interdisciplinary 2. Multidisciplinary
3. Trans-disciplinary 4. Inter-professional disciplinary
 models of collaboration between education and services :
Six model for collaboration between nursing education
and services

4. INTRODUCTION
 The nursing profession is faced with
increasingly complex health care issues
driven by technological and medical advancements,
an ageing population, increased numbers of people
living with chronic disease, and increased costs of
health care services
 Collaborative partnerships between educational
institutions and service agencies have been viewed as
one way to provide research which ensures an evolving
health-care system with comprehensive and coordinated
services that are evidence-based, cost effective and
improve health-care outcomes.

5. Cont’’
 Considerable progress has been made in nursing
over the past several decades, especially
in the area of education.
 Countries have either developed new,
strengthened and re-oriented the existing nursing
educational programmes in order to ensure that
the graduates have the essential competence to
make effective contributions in improving
people’s health and quality of life

6. MEANING
The roots of the word collaboration,
namely co-, and elaborate, combine
in Latin to mean “work together.”
That means the interaction among two or
more individuals, which can encompass a
variety of actions such as communication,
Information sharing, coordination,
cooperation, problem solving, and
negotiation.

7. Cont’’
Teamwork and collaboration are often used
synonymously.
The collaborative process involves
a synthesis of different perspectives to better
understand complex problems.
An effective collaboration is characterized by
building and sustaining “win-win-win ”
relationships.

8. DEFINITION
is a process by which members of
various disciplines (or agencies) share their
expertise to accomplishing a common goal.
Accomplishing this goals requires these
individuals to understand and appreciate
what they are contribute to the whole”

9. Cont’’ definition
 "Collaboration is the most formal inter
organizational relationship involving shared
authority and responsibility for planning,
implementation, and evaluation of a joint effort
(Hoard, 1986).
 Mattessich, Murray and Monsey (2001) ,,,,,
define collaboration as '... a mutually beneficial and
well-defined relation ship entered into by two or more
organizations to achieve common goal .

10. Effects of Collaboration (Abramson &
Mizrahi 1996).
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and
retention
Improved teamwork

11. TYPES OF COLLABORATION
 Interdisciplinary:
is the term used to indicate the combining
of two or more disciplines, professions,
departments, integrated for one plan formulation
usually in regard to practice, research
education, and/or theory.
 Multidisciplinary :
refers to independent work and decision
making, such as when disciplines work side-by-
side on a problem.

12. Cont’’
 Tran disciplinary :
Efforts involve multiple disciplines
sharing together their knowledge and
skills across traditional disciplinary boundaries
in accomplishing tasks or goals
 Inter professional collaboration :
Interactions of two or more disciplines involving
professionals who work together, with intention,
mutual respect, And commitments for the sake
of a more adequate response to a human problem

13. NEED FOR COLLBORATION
Increasing gap between nursing education
and nursing service.
Graduate nurses often lack practical skills
despite their significant knowledge of nursing
process and theory.
Clearly, a partnership between nursing
educators and hospital nursing personnel is
essential to meet this challenge

14. MODELS OF COLLABORATION
Preceptor-ship model
Mentorship model
Lecturer practitioner model
Research joint appointment
Clinical school of nursing model
 Collaborative Clinical Education model

15. Preceptor Ship Model
 A preceptor is teacher or instructor
with special training and he can
provide practical training to an intern or
staff .
 the best preceptor like to teach and they
will volunteer for the role rather than wait
to be assigned

16. Responsibilities of the preceptor
Provide an orientation for the students and
 review agency guidelines with
students, especially those that will
impact the student experience directly.
Help student feel a sense of belonging in the
agency
 Provide opportunities for the student to
participate in important agency functions
such as meetings, outreach events, etc. as
appropriate.

17. Cont’’
Be aware of the student’s learning goals so that
he can help structure experiences
that will help the student meet goals.
Give honest, constructive feedback to
the student and faculty supervisor as needed.
Meet with student at frequent, regular intervals
to provide feedback, evaluate progress and
resolve problems.
 Remember what may seem basic or easy for the
preceptor may not be basic or simple to the
student

18. Mentor ship Model
 Mentoring is :
A developmental relationship in which
a more experienced person helps a less
experienced person ..
The Value of Mentoring: Mentoring provides
Retention by means of a personal relationship
Staff development and career guidance
Job satisfaction, and a healthy workplace
environment

19. Roles of mentors
 Teacher
( educational expertise )
Guider
Counselor
( practical expertise )
Advisor

20. Mentors vs. Preceptors
Older than learner
Possesses wisdom
and experience
Career networking
Facilitator
Guide
Advisor
Role model
 Willing to teach and
learn skills
 Expertise
 Competent
practitioner
 Teaching and support
 Orientation and
socialization
 Role model

21. Mentors v. Preceptors
MENTOR
 Chosen
 May have no formal
preparation
 Share Life, education,
work experience
 Type of relationship:
close, personal friendship
 Not an evaluator
PRECEPTOR
 Selected
 Assigned to learner
 Prepared for role
 Competent practitioner
 Support needed
from peers, educators,
manager
 Functional not intimate
relationship
 May evaluate

22. Mentor v. Preceptor Learner Outcomes
MENTOR
 Self-actualization
 Guide to establish own
place in the profession
 Enhanced problem-
solving
 Personal satisfaction
in sharing knowledge
PRECEPTOR
 Bridge theory to
practice gap.
 Achievement of
planned learning
outcomes
 Skills & knowledge
 Anxiety reduction

23. Lecturer practitioner Model
Each clinical placement have to have
named lecturer / practitioner or clinical
educator who will assist in the organization
,facilitation and supervision of the clinical
learning experience through out the entire
programs.

24. Role of lecturer practitioner
 promote active discussion
within the clinical setting to
encourage understanding
Work with clinical staff to identify
alternative means to gain relevant
experiences
Play an active role in over all assessment
to help student achieves the required
learning out come

25. Research Joint Appointments
 Is a formalized agreement between two institutions
where an individual holds a position in each
institution and carries out specific and defined
responsibilities”.
 The goal of this approach is to use the implementation
of research findings as a basis for improving critical
thinking and clinical decision-making of nurses
 In this arrangement the researcher is a faculty
member at the educational institution with credibility in
conducting research and with an interest in
developing a research programs in the clinical setting

26. Cont’’
The Director of Nursing Research, provides
education regarding research
and assists with the conduct of
Research in the practice setting.
 She/he also lecturer or supervisor in the
educational institution.
A formal agreement exists within the two
organizations regarding specific responsibilities
and the percentage of time allocated between
each Salary and benefits are shared between
the two organizations.

27. CLINICAL SCHOOL OF NURSING
MODEL
The concept of a Clinical
School of Nursing is one that
Encompasses the highest level of
academic and clinical nursing research
and education.
The development of the Clinical School
offers benefits to both hospital and
university.

28. Cont’’
 It brings academic staff to the
hospital, with opportunities for
exchange of ideas with clinical nurses
with increased opportunities for
clinical nursing research.
 It has a fundamental importance and
close link between the theory and
practice of nursing at all levels

29. Collaborative Clinical Education model
 In an effort to improve the quality of new graduate
transition, Epworth Hospital and Deakin
University ran a collaborative project (2003)
funded by the National Safety and Quality Council to
improve the support base for new graduates while
managing the quality of patient care delivery.
 The Collaborative Clinical Education Epworth
Deakin (CCED) model developed to facilitate
 clinical learning,
 promote clinical scholarship and
 build nurse workforce capability.

30. Students Coached
By Clinicians
Nursing Education
Supported By
Clinical Facilitators
Clinical Facilitators are
supported by Hospital
and University

31. example
 Undergraduate nursing students attending
lectures at Deakin University in the
traditional manner but completing all tutorials, clinical learning ,
laboratories and clinical placements at Epworth Hospital
throughout their three year course.
 Tutorials , laboratories and clinical placements are conducted by
Epworth clinicians who are prepared and supported by Deakin
School of Nursing faculty.
 These clinicians also support the student-preceptor
relationship in the clinical learning component of the
curriculum.

32. Conclusion
All the models pursue collaboration
as a means of developing trust,
recognizing the equal value of stakeholders and
bringing mutual benefit to both partners in
order to promote high quality research,
continued professional education and quality
health care.
Application of these models can reduce the
perceived gap between education and service in
nursing , also can help in the development of
competent and efficient nurses for the
betterment of nursing profession.