Collaboration issues & models in nursing
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COLLABORATION MODELS & COLLABORATIVE ISSUES Ms. Sucheta Panchal OBJECTIVES To understand the concept of collaboration in nursing. To know about the existing models of collaboration. To identify the benefits of collaboration in nursing academics and practice. To encounter with the collaborative issues. To understand their own role in collaboration COLLABORATION "Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort” Hord, 1986 COLLABORATION " Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”. Mattessich, Murray & Monsey (2001) COLLABORATIVE TEACHING When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class TYPES OF COLLABORATION Interdisciplinary Multidisciplinary Transdisciplinary Interprofessional NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE NURSING SCHOOLS RUN BY HOSPITALS BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS. COLLABORATIVE CATALYSTS It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose. A problem A shared vision A desired outcome OBJECTIVES Promotion of quality nursing care Improved patient outcomes Reduced length of stay Cost savings Increased nursing job satisfaction and retention OBJECTIVES Improved teamwork Enhancement of learning climate Promotion of spirit in enquiry & research in nursing Well prepared & efficient nursing students Develop interdependence of schools of nursing & organization COLLABORATIVE MODELS CLINICAL SCHOOL OF NURSING MODEL (1995) Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University. Establishment of the Clinical School in February, 1995. VISION: The close and continuing link between the theory and practice of nursing at all levels BENEFITS: Brings academic staff to the hospital Opportunities for exchange of ideas with clinical nurses Increased opportunities for clinical nursing research. Many educational openings for expert clinical nurses to involve with the university's academic program
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Collaboration issues & models in nursing
- 1. Ms. Sucheta Panchal COLLABORATION MODELS & COLLABORATIVE ISSUES
- 2. Definition of collaboration Objectives of collaboration Types of collaboration Need of collaboration Models of Collaboration: Education & Service Collaborative issues Role of a nurse administration in collaboration OUTLINE
- 3. To understand the concept of collaboration in nursing. To know about the existing models of collaboration. To identify the benefits of collaboration in nursing academics and practice. To encounter with the collaborative issues. To understand their own role in collaboration OBJECTIVES
- 4. "Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort” Hord, 1986 COLLABORATION
- 5. " Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”. Mattessich, Murray & Monsey (2001) COLLABORATION
- 6. COLLABORATIVE TEACHING When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
- 9. NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
- 10. NURSING SCHOOLS RUN BY HOSPITALS SEPARATION FOR EDUCATIONAL ADVANCEMENT EDUCATORS ARE NO LONGER THE PRACTICING NURSES PRACTICING NURSES HAVE LESS OPPORTUNITIES TO SHARE THEIR KNOWLEDGE WITH STUDENTS "THEORIZE BUT NOT CATHETERIZE"
- 11. BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS. FRUSTATION OCCURS ADDITIONAL TRAINING PROGRAMME NEED FOR COLLABORATION
- 12. It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose. A problem A shared vision A desired outcome COLLABORATIVE CATALYSTS
- 13. Promotion of quality nursing care Improved patient outcomes Reduced length of stay Cost savings Increased nursing job satisfaction and retention OBJECTIVES
- 14. Improved teamwork Enhancement of learning climate Promotion of spirit in enquiry & research in nursing Well prepared & efficient nursing students Develop interdependence of schools of nursing & organization OBJECTIVES
- 15. Status Organizational values Collaborating participants Type of problem ELEMENTS OF COLLABORATION
- 17. 1. CLINICAL SCHOOL OF NURSING MODEL (1995)
- 18. Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University. Establishment of the Clinical School in February, 1995.
- 19. VISION: The close and continuing link between the theory and practice of nursing at all levels
- 20. BENEFITS: •Brings academic staff to the hospital •Opportunities for exchange of ideas with clinical nurses •Increased opportunities for clinical nursing research. •Many educational openings for expert clinical nurses to involve with the university's academic program
- 21. 2.DEDICATED EDUCATION UNIT CLINICAL TEACHING MODEL (1999)
- 22. CONCEPT: A partnership of nurse executives, staff nurses and faculty transformed patient care units into environments of support for nursing students and staff nurses while continuing the critical work of providing quality care to acutely ill adults.
- 23. STRATEGIES: Various methods were used to obtain formative data staff nurses assumed the role of nursing instructors.
- 24. Key Features: Uses existing resources Supports the professional development of nurses Potential recruiting and retention tool Allows for the clinical education of increased numbers of students
- 25. Key Features: Exclusive use of the clinical unit by School of Nursing Use of staff nurses who want to teach as clinical instructors Preparation of clinical instructors for their teaching role through collaborative staff and faculty development activities
- 26. 3. Research Joint Appointments (Clinical Chair) (2000)
- 27. DEFINED BY: Lantz et al. (1994), as “a formalized agreement between two institutions where an individual holds a position in each institution and carries out specific and defined responsibilities”
- 28. GOAL: To use the implementation of research findings for improving critical thinking and clinical decision-making of nurses. STRATEGY: Researcher is a faculty member at the educational institution for conducting research and with an interest in developing a research programme in the clinical setting.
- 29. KEY FEATURES: The Director of Nursing Research, provides education regarding research and assists with the conduct of research in the practice setting. She/he also lectures or supervises in the educational institution. Salary and benefits are shared between the two organizations
- 30. OUTCOMES: The educational institution becomes more in touch with the real world More readily able to identify research questions potential to make a difference to quality of consumer care delivery. Increase in collaborative relationship with the service provider for long term workforce planning.
- 31. OUTCOMES: more explicit focus on directly linking the education setting to the clinical context. Increased staff involvement in professional activities Improved access and support to external research project funding
- 33. An innovative collaborative partnership agreement between fremantle hospital and health service and Curtin university of technology in Perth, Western Australia. Enhances communication between educational and health services, but fosters the development of nursing research and knowledge.
- 34. GOAL: encourage a close working relationship between registered nurses and academics facilitates strong links at the health service with the Nursing Research and Evaluation Unit, medical staff and other allied health professionals. PROCESS: The development of a Practice- Research Model (PRM) of collaboration.
- 35. OBJECTIVES: To encourage nursing staff to reflect on current nursing practice in order to develop meaningful research proposals To teach staff the research process via research experience To enable nursing staff to have a key role in the professional development of other staff via the dissemination of research and quality improvement findings To plan and implement changes to practice based on research evidence.
- 36. STRATEGIES: Nurse Research Consultant Journal clubs OUTCOMES: overall the partnership between registered nurses and academics in the pursuit of research to support clinical practice has been the highlight.
- 37. 5.Collaborative Clinical Education Epworth Deakin (CCEED) model (2003)
- 38. Epworth Hospital and Deakin University ran a collaborative project (2003) funded by the National Safety and Quality Council AIM: In an effort to improve the quality of new graduate transition
- 39. GOALS: To facilitate clinical learning To promote clinical scholarship To build nurse workforce capability.
- 40. Students Coached By Clinicians Nursing Education Supported By Clinical Facilitators Clinical Facilitators are supported by Hospital and University
- 41. The CCEED undergraduate program sees undergraduate nursing students attending lectures at Deakin University in the traditional manner completing all tutorials, clinical learning laboratories and clinical placements at Epworth Hospital throughout their three year course.
- 42. OUTCOME: increased integration between hospital and university to enhance clinical education Nursing education supported by Clinical Facilitators Clinical facilitators are supported by Hospital administration and university Students coached by Nurse Clinician
- 43. RESULT: Students’ learning objectives were met and satisfaction was high.
- 44. 6.The Collaborative Learning Unit (British Columbia) Model 2005
- 45. Collaborative Learning Unit is a nursing unit where all members of the staff, together with students and faculty, work together to create a positive learning environment and provide high quality nursing care.
- 46. Model of practice education for nursing Based on the ‘Dedicated Education Units’ concept developed, successfully implemented, and researched in Australia.
- 47. GOAL: Students practice and learn in a nursing unit Following an individual set rotation choosing their learning assignment according to their learning plans with RNs
- 49. FOCUS ON: student responsibility for self-guiding, and for communicating their learning plan with faculty and clinical nurses CLU also has the ability to provide practice experiences for a larger number of students.
- 50. OUTCOME: CLU concept bridges a perceived gap between academic and clinical expectations.
- 51. 7.The Collaborative Approach to Nursing Care (CAN- Care) Model (2006)
- 52. Christine E. Lynn College of Nursing, Florida Atlantic University FOCUS ON: Academic and practice leaders work together to promote the education, recruitment and retention of nurses at all stages of their career.
- 53. GOAL: design an educationally dense practice- based experience to socialize second-degree students to the role of professional nurse. enhance and support the professional and career development of unit-based nurses.
- 55. 8.The Bridge to Practice Model (2008)
- 56. The Bridge to Practice model proposed by Catholic University of America, school of Nursing (2008), uses a cohort approach in which students complete medical-surgical clinical nursing education at the same facility. Participating students undergo 415 hours of clinical experiences (nine academic credits) focused on medical-surgical nursing.
- 57. ONE FULL TIME TEACHING FACULTY STUDENTS STAFF NURSES CLINICAL ASSOCIATES CLINICAL CHOICE
- 58. EMPHASIZE ON: Continuity of education professional incentives for hospital nurses to participate in nursing education. continuing education credits A tuition discount for graduate courses
- 59. CHALLENGES: recruitment of interested senior clinical nurses retention of clinical liaison faculty management
- 60. Collaboration of Nursing Education & Service in India
- 61. Dual role model in NIMHANS Following the amalgamation of 1974 faculty of the nursing department providing clinical services conducting teaching programs.
- 62. Dual role model in NIMHANS In 1975, all the Grade II nursing superintendents working in the hospital were designated tutors to maintain uniformity in the department. Combined workshops were conducted under the guidance of WHO consultant Mrs. Morril
- 63. Dual role model in NIMHANS The Head of the Department of Nursing was given the responsibility for both. OUTCOMES: raised the quality of patient care improved the quality of learning experiences for nursing students
- 64. Integrative Service-Education approach in CMC Vellore College of Nursing Nurse educators are practicing in the wards or directly involving in the delivery of nursing services.
- 65. A pilot study on bridging the gap between education and service in select institutions like one ward of AIIMS. The project was successful Patients and medical personnel appreciated the move but it required financial resources to replicate this process. GOVERNMENT INITIATIVES
- 67. Substantive idea repeatedly discussed in health care circles. Benefits are well validated Seldom practiced COLLABORATIVE ISSUES
- 68. Collaboration described as an outcome, but little known for developmental process of collaboration. Complexity of collaboration and the skills required to facilitate the process are formidable. COLLABORATIVE ISSUES
- 69. Inclusionary process with continuous engagement that reinforces commitment, recognizing the building of relationships as fundamental to the success of collaborations. POINT TO NOTE
- 70. Technological Medical advancements An ageing population Increased numbers of people living with chronic disease Spiraling costs COLLABORATIVE ISSUES
- 71. Development of Formal System Joint Activities Invite for academic/social events Interchange of careers Recognition of nursing services & education personnel ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 72. Conduct IPR workshops Organize ward conferences, rounds Staff conferences Nursing staff dialogue Sensitize students ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 73. Tutor experiences Nursing educators practice skill Involvement of senior nursing staffs Opportunity for academic training Conduction of training workshops ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 74. Catherine Malloy & Francis T. Donahue. (2004). Collaboration projects between nursing education and service. Nurse Education Today. 19(6), 368- 77 Cowen.P.S & Moorhead.S(2006). Current Issues in Nursing. 7 th Ed., Missouri, Mosby Inc., 105-122 Dileep Kumar, T (2010). Quality of nursing education: Right of every student. The Nursing Journal of India. Cl(1), 12 Downie.J et al.(2001). Research model for collaborative partnership. Journal of Royal College of Nursing, Australia. 8(4). 27-32 Feltz, Joan, Tom Robin. (2000). Linking practice and education. Journal of Nursing Administration. 30(9), 405-07 Fowler, J., Hardy.J., & Howrath.T. (2006). Trialing collaborative nursing models of care: The impact of change. Australian Journal of Advanced Nursing. 24(1). 24-28 BIBLIOGRAPHY
- 75. Hannah Dean and Jan L. Lee (1995). Service and education: Forging Partnership. Nursing Otulook, 43(3), 119-23 Patterson.M, & Gandjen. C (2008). The bridge to practice model: A collaborative program designed for clinical experiences in baccalaureate Nursing. Nurse Economics. 26(5). 302-306 Raines.A.D (2006). An innovative model of practice- based learning. International Journal of Nursing Education Scholarship. 3(1). 20-26 Sherry P. Palmer, et al. (2005). Nursing education and service collaboration: Making difference in the clinical learning environment. The Journal of Continuing Nursing Education, 36(6). 123-28 http://www.sasnet.lu.se/institutions/department-nursing-science-karlstad- university http://www.slideshare.net/jusnaturale/collaboration-30100865 http://myorgbio.org/aiims-life-cycle-collaboration-model/ BIBLIOGRAPHY
- 76. --An effective collaboration is characterized by building and sustaining “win-win” relationships--
Hinweis der Redaktion
- Latin word Co + laborare= “work together” The interaction among two or more individuals, Collaboratin is a directed working practice where by involved individuals work together to a common purpose to achieve benefits Cooperation Collegiality Joint practice VARIETY OF ACTIONS Communication Information sharing Coordination Cooperation Problem solving Negotiation Goal formulation
- Collaboration is a directed working practice where involved individuals work together to a common purpose to achieve benefits
- Interdisciplinary Multidisciplinary Transdisciplinary Interprofessional
- The gap between nursing practice and education has its historical roots in the separation of nursing schools from the control of hospitals to which they were attached.
- At the time when schools of nursing were operated by hospital, it was the students who largely staffed the wards and learned the practice of nursing under the guidance of the nursing staff. However, service needs often took precedence over students’ learning needs. While this separation has been beneficial in advancing nursing education, it has also had adverse effects. Under the divided system, the nurse educators are no longer the practicing nurses in the wards or directly involved in the delivery of nursing services, nor responsible for the quality of care provided in the clinical settings used for students’ learning. The practicing nurses have little opportunity to share their practical knowledge with students and no longer share the responsibility for ensuring the relevance of the training that the students receive.
- As the gap between education and practice has widened, there are now significant differences between what is taught in the classroom and what is practiced in the service settings. The need for greater collaboration between nursing education and services calls for urgent attention.
- Several catalysts may initiate collaboration – a problem, a shared vision, a desired outcome, to name a few. Regardless of what the catalyst may be, it is essential to move from problem driven to vision driven, from muddled roles and responsibilities to defined relationships, and from activity driven to outcomes.
- A collaborative outcome is the development of integrative solutions that go beyond an individual vision to a productive resolution that could not be accomplished by any single person or organization
- The nursing literature presents several collaborative models that have emerged between educational institutions and clinical agencies as a means to integrate education, practice and research initiatives (Boswell & Cannon, 2005; McKenna & Roberts, 1998; Acorn, 1990), as well as, providing a vehicle by which the theory -clinical practice gap is bridged and best practice outcomes are achieved (Gerrish & Clayton, 2004; Gaskill et al., 2003)
- NRC: mentor and consultant on issues related to research, methodology publications and dissemination. 'Journal Clubs' were established in the community health service on a monthly basis. The Nurse Research Consultant then worked with staff to identify, plan and implement changes to practice based on research evidence.
- Christine E. Lynn College of Nursing, Florida Atlantic University, was awarded a grant from Tenet HealthCare Foundation to initiate an Accelerated Second-degree BSN Program, the idea emerged
- student comes to know the organizational context of nursing practice, the multifaceted role of professional nurses, and assumes responsibility for coming to know the meaning of nursing in each unique situation. focus from the more traditional role of faculty being in control of the teaching of student’s activities moves from the demonstration of discrete skills and prescribed outcomes to an immersion into the professional nurse role, learning to hear and respond to patient needs, and to provide nursing care to achieve quality outcomes. The unit-based nurse acquires new skills in mentoring, exposure to evidenced based practice, and to theoretical knowledge through association with the college.
- STRATEGIES: students complete all of their clinical experiences in one participating hospital. one full-time teaching faculty serves as a liaison for each bridge hospital. students are actively involved in selecting their clinical placements. Students must apply for clinical placement in the hospital of their choice via a clinical application form. Clinical placement decisions are based on academic performance and maturational level.
- Planned incentives include the rewarding of hospital nurses with continuing education credits for participation in the short-term training on educational methodology and approaches
- Planned incentives include the rewarding of hospital nurses with continuing education credits for participation in the short-term training on educational methodology and approaches
- The nursing profession is faced with increasingly complex health care issues driven by