it show the relationship between service and education

1. COLLABORATION BETWEEN
SERVICES AND EDUCATION

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. INTRODUCTION
• 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. • 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
• "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 .

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

10. TYPES OF COLLABORATION
• Interdisciplinary:
It 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.

11. TYPES
• Multidisciplinary :-
Refers to independent work and decision
making, such as when disciplines work side-
byside on a problem.
• Tran disciplinary :
Efforts involve multiple disciplines sharing
together their knowledge and skills across
traditional disciplinary boundaries in
accomplishing tasks or goals

12. TYPES
• 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 mode

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. 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. RESEARCH JOINT APPOINTMENTS
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.  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.

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.

33. 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.