Here is the brief description about models of collaboration between nursing education and services.

1. MODELS OF
COLLABORATION
BETWEEN NURSING
EDUCATION AND
SERVICES
PREPARED BY
Ms SAHELI CHAKRABORTY
1st year MSC NSG
RAMAIAH INSTITUTE OF NURSING,
BANGALORE

2. OBJECTIVES
At the end of the class student will be able to explain about-
 Meaning of collaboration.
 Definition of collaboration.
 Need for collaboration.
 Effects of collaboration.
 Different types of collaboration.
 Different models of collaboration.

3. INTRODUCTION
 The nursing profession is faced with increasingly
complex health care issues.
 Patient care requires efficient implementation of
nursing actions.
 So, theoretical component is essential to improve
nursing profession and action.
 Organizational structures such as lecturer-practitioners,
lecturer-clinicians, clinical lecturers are discussed to
promote theory-practice correlation.

4. • Research can serve as a link between theory and
practice.
• Nurse educators and clinicians must come together to
work out on conjoint approaches of mutual professional
interest.
• Until that happens, graduates of nursing education
programme will not be optimally prepared for
practicing their profession and nurse administrator will
not be able to use knowledge and skill effectively.

5. 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. DEFINITION
• Collaboration is a process by which members of various
disciplines (or agencies) share their expertise to accomplish a
common goal.
• Collaboration is the most formal inter-organizational
relationship involving shared authority and responsibility for
planning, implementation, and evaluation of a joint effort.
-(Hord, 1986).

8. NEED FOR COLLABORATION
 Increasing gap between nursing education and
nursing service.
 Graduate nurses often lack practical skills.
 To ensure that the graduates have the essential
competence to make effective contributions in
improving people’s health and quality of life.
A partnership between nursing educators and
hospital nursing personnel is essential to meet the
complex health care issues.

9. • The hospital industry has also recognized the
need to support a graduate nurse with
additional training before they can function
independently in the hospital.

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

12. MODELS OF COLLABORATION
1. Clinical school of nursing model (1995)
2. Dedicated education unit (DEU) clinical teaching
model (1999)
3. Research joint appointment model (2000)
4. Practice research model (2001)
5. Collaborative clinical education Epworth Dakin
(CCEED) model (2003)
6. The collaborative learning unit (British Colombia)
model (2005).
7.The collaborative approach to nursing care(can- care)
model(2006)
8. The bridge to practice model(2008)

13. 1. CLINICAL SCHOOL OF NURSING
MODEL (1995)
• This was the concept of visionary nurses from both
La Trobe and The Alfred Clinical School of Nursing
University.
• It include highest level of academic and clinical nursing
research and education.
• The development of the Clinical School offers benefits
to both hospital and university.
• Opportunities for exchange of ideas with clinical nurses
• Increased opportunities for clinical nursing research.

14. 2. DEDICATED EDUCATION UNIT (DEU)
CLINICAL TEACHING MODEL (1999)
• In this model a partnership of nurse executives, staff
nurses and faculty transformed patient care units into
environment of support for nursing students and staff
nurses while continuing the critical work of providing
quality care to acutely ill adults.

15. Key features of DEU are:
• Uses existing resources.
• Supports the professional development of nurses.
• Allows for the clinical education of increased number of
students.
• Exclusive uses of the clinical unit by school of nursing.
• Use of staff nurses who want to teach as clinical
instructor.
• Preparation of clinical instructor for their teaching role
through collaborative staff and faculty development
activities.

16. • Faculty role to work directly with staff as a coach,
teaching/ learning resources to develop clinical
reasoning skills, to identify clinical expectations of
students , and evaluate student achievement.

17. 3. Research joint appointment model
(2000)
• A Joint appointment has been 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”.
• 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.

18. • 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
programme in the clinical setting.
• Outcomes identified by Donnelly ,Werfel, Wolfe (1994)
for the educational institutions are that it becomes more in
touch with the real world and more readily able to identify
research questions that have the potential.

19. 4. PRACTICE RESEARCH MODEL(2001)
• It is an innovative collaborative partnership agreement
between Fremantle Hospital and Health Service and
Curtin University of Technology in Perth, Western
Australia.
• There was two formalized collaborative appointments i.e.
Research evidence and theory evidence which engages
academics in the clinical setting.
• Enhances communication between educational and health
services.
• Fosters the development of nursing research and knowledge

20. • This model encouraged a close working relationship
between registered nurses and academics.
• 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

21. KEY ELEMENT
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.
• In practical terms, this involved a formal contractual
arrangement between the organizations that led to the
establishment of a Nurse Research Consultant (NRC)
position.

22. Role of Nurse Research Consultant
in PRM
• In the PRM, the role of the Nurse Research Consultant
(NRC) was 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

23. 5. COLLABORATIVE CLINICAL
EDUCATION EPWORTH DAKIN(CCEED)
MODEL (2003)
• In an effort to improve the quality of new graduate
transition, Epworth Hospital and Dakin 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.

24. • The model was developed to facilitate clinical learning,
promote clinical scholarship and build nurse workforce
capability.
Key findings of the 2005 CCEED program were-
 Students learning objectives were met and satisfaction
was high.
 Undergraduate clinical education was valued by
preceptors and managers as a workforce investment
strategy.

25. Preceptors were enriched in their clinician role
as a result of their participation in the program
and reflection on the process.
Preceptors managed multiple roles in order to
meet demands of patient care and student
learning.

26. 6. The collaborative learning unit
(British Colombia) model 2005
• The collaborative learning unit model was based on the
‘dedicated education units’ concept; develop, successfully
implemented and researched in Australia.
• In the CLU model, students practice and learn on a
nursing unit, each following an individual set rotation
and choosing their learning assignment , according to
their learning plans.

27. • In CLU approach the students are not attached
as an ‘extra set of hands’ but presents as
learner. They are supported by all.
• In this model , nursing faculty , clinical nurses
and students work collaboratively to create
positive learning environment, enhance
learning opportunities as well as develop the
professional knowledge.

28. 7.THE COLLABORATIVE APPROACH TO
NURSING CARE(CAN- CARE)
MODEL(2006)
• The CAN-care model explains the relationship between
the nurse learner (student) and nurse expert (unit based
nurse ) , within the context of each nursing situation.
• Through this model the student comes to know the
organizational context of nursing practice, the
multifaceted role of professional nurses, and assumes
responsibility for unique situation.

29. • The CAN-care model emerged as academic
and practice leaders to work together to
promote the education , recruitment and
retention of nurses at all stages of their career.
• The goal was to enhance and support the
professional and career development of unit
based nurses.

31. 8. The bridge to practice model(2008)
• The Bridge to Practice model proposed by Catholic
University of America, school of Nursing (2008).
• This model is distinctly different from other clinical
models.
• First:-students complete all of their clinical
experiences in one participating hospital.

32. • Second: one full-time teaching faculty serves as a
bridge between nursing education department and
hospital staff nurse.
• In this model, therefore, there can be numerous
clinical associates in one hospital with one full-time
University faculty overseeing the clinical
experiences.
• Third: students are actively involved in selecting
their clinical placements.

33. SUMMARY
So, today's class we have seen about -
Meaning of collaboration.
Definition of collaboration.
Need for collaboration.
Effects of collaboration.
Different types of collaboration.
Different models of collaboration.

34. CONCLUSION
• All the models pursue collaboration as a
means of developing trust, equal value,
bringing mutual benefits 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.
• Can help in the development of competent and efficient nurses
for the betterment of nursing profession.