Collaborative issues in nursing

1. COLLABORATIVE ISSUES
IN
NURSING

2. INTRODUCTION
 Nursing Profession is faced with lot of complex health issues.
 Reasons
 Technological and medical achievements.
 Increased Elderly Population
 Increased Patients with chronic illness
 Collaboration is a substantive idea repeatedly discussed in health
care circles.
 Though the benefits are well validated, collaboration is seldom
practiced.

3.  The complexity of collaboration and the skills required
to facilitate the process are formidable. Much of the
literature on collaboration describes what it should
look like as an outcome, but little is written describing
how to approach the developmental process of
collaboration.
 Effects of Collaboration (Abramson & Mizrahi 1996).
 Improved patient outcomes
 Reduced length of stay
 Cost savings
 Increased nursing job satisfaction and retention
 Improved teamwork

4. MEANING
 The roots of the word collaboration,
namely co-, and laborare, 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.

5.  Teamwork and collaboration are often used
synonymously. The description of collaboration as
a dynamic process resulting from developmental
group stages as an outcome, producing a synthesis
of different perspectives.
 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.

6. DEFINITION
 "Collaboration is the most formal inter organizational
relationship involving shared authority and responsibility
for planning, implementation, and evaluation of a joint
effort (Hord, 1986).
 Mattessich, Murray and Monsey (2001) define collaboration
as '... a mutually beneficial and well-defined relationship
entered into by two or more organizations to achieve
common goals.

7. TYPES OF COLLABORATION
Interdisciplinary
Multidisciplinary
Transdisciplinary
Inter professional collaboration

8. 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

9. MODELS OF COLLABORATION
 CLINCAL SCHOOL OF NURSING
MODEL (1995)
 PRACTICE RESEARCH MODEL (2001)
 THE COLLBORATIVE LEARNING
UNIT (BRITISH COLOUMBIA) MODEL
2005

10. CLINICAL SCHOOL OF NURSING MODEL
 Encompasses the highest level of academic and
clinical nursing research and education.
 This was the concept of visionary nurses from
both La Trobe and The Alfred Clinical School of
Nursing University.
 The development of the Clinical School offers
benefits to both hospital and university.
 Opportunities for exchange of ideas with clinical
nurses with increased opportunities for clinical
nursing research.

11. PRACTICE RESEARCH MODEL
 It is an innovative collaborative partnership
agreement between Fremantle Hospital and
Health Service and Curtin University of
Technology in Perth, Western Australia.
 The partnership engages academics in the
clinical setting in two formalized collaborative
appointments. This partnership not only
enhances communication between educational
and health services, but fosters the development
of nursing research and knowledge.

12.  This model encouraged a close
working relationship between
registered nurses and
academics, and has also facilitated
strong links at the health service
with the Nursing Research and
Evaluation Unit, medical staff and
other allied health professionals.
 Key Concepts:
 Practice – driven research
development
 Collegial Partnership
 Collaborative Partnership and Best
Practice

13. KEY ELEMENTS
 Collaborative Partnership
 The collaborative partnership was formed by
nursing health professionals, from the
community health service and the university
who recognized the need to bridge the theory-
clinical practice gap and acknowledged the
futility of continuing to work in isolation from
each other.
 In practical terms, this involved a formal
contractual arrangement between the
organizations that led to the establishment of
a Nurse Research Consultant (NRC) position.

14. ROLE OF NRC
 In the PRM, the role of the Nurse Research
Consultant (NRC) was articulated as that of
mentor and consultant on issues related to
research, methodology publications and
dissemination.
 Although the PRM was specifically designed to
enhance nursing research activity and the
implementation of evidence-based community
health nursing practice, the Model also
encouraged the involvement of the multi-
disciplinary team to work to achieve the aims of
the partnership agreement.

15. COLLABORATIVE CLINICAL EDUCATION EPWORTH
DEAKIN (CCEED) MODEL (2003)
 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 (CCEED) model
developed to facilitate clinical learning,
promote clinical scholarship and build
nurse workforce capability.

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

17. 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 there by can help in the development of
competent and efficient nurses for the
betterment of nursing profession.