1. PARTNERSHIPS WITH CLINICAL SETTINGS: ROLES AND RESPONSIBILITIES OF NURSE EDUCATORS
– Chapter 9 –

2. Evolution of Academic-Practice Partnerships
Historically, academic-practice partnerships were established for advancing religious missions, delivery of patient care with physicians, government programs, and hospital initiatives
Institute of Medicine established expectation that health care professionals were responsible for ensuring collaborative practice and education
Meet challenges of educating health care workforce and building safer delivery systems

3. Current Status of Partnerships
Promoting student learning
Optimizing clinical learning during times of expanding nursing programs and increasing enrollments
Meeting priorities for interprofessional education
Others

4. Establishing Meaningful Partnerships
Partnership themes: principles, types, benefits, and barriers
AACN-AONE guiding principles for academic-practice partnerships
Structural foundations of partnerships
Capacity management
Clinical affiliation agreements
Written agreements jointly designed to benefit both academic and practice partners
Collaboration required between academic program faculty and representatives from health care agency to select appropriate learning environments and experiences

5. Models of Clinical Education
Traditionally, clinical education model in the United States consists of a faculty member in a clinical setting providing direct supervision over a group of students
As student enrollments increase and faculty pools decrease, nursing programs need to use innovation to determine and provide quality clinical experiences

6. Types of Academic-Practice Partnerships
Interprofessional Education (IPE)
Health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team
Core competencies for interprofessional education developed by Interprofessional Education Collaborative
Values/ethics for interprofessional practice
Roles/responsibilities
Interprofessional communication
Teams and teamwork

7. Types of Academic-Practice Partnerships (cont)
Peer Teaching and Learning
Collaborative and cooperative teaching and learning strategy
Peers facilitate learning by providing emotional support, feedback through discussions, and assisting with physical skills/tasks
Service Learning
Experience in which students participate in an activity that meets needs of a specific community

8. Types of Academic-Practice Partnerships (cont)
Clinical Scholar Model (CSM)
Originated in 1984 as joint initiative between University of Colorado College of Nursing and University of Colorado Hospital in Denver
Qualifications and attributes of the clinical scholar
Dedicated Education Units
Staff nurses have key educational role in students’ knowledge and skill acquisition
Unit “responsible” for student learning

9. Transition to Practice
Wide range of definitions, purpose, length, content, and structure of transition to practice models, nursing orientation, and nurse residency programs
Common barriers are limited resources and evidence of effectiveness
Examples

10. Roles of Participants
After partnership is established, must be continuously embraced and cultivated by nurse leaders, faculty, and staff responsible for planning, implementation, and evaluation
Nurse educator role
Roles of others in partnership
Future of academic-practice partnerships