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Collaboration issues & models in nursing
The document outlines the definition, objectives, types, and models of collaboration in nursing, emphasizing the critical role it plays in enhancing patient care and nursing education. It presents various collaborative models and initiatives aimed at bridging the gap between academic nursing education and practical healthcare services, while also addressing collaborative issues and the necessary skills for effective collaboration. Overall, it highlights the importance of shared vision among nursing education and service providers to achieve quality nursing outcomes.
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Collaboration issues & models in nursing
- 1. Ms. Sucheta Panchal COLLABORATIONMODELS & COLLABORATIVE ISSUES
- 2. ๏ฎ Definition ofcollaboration ๏ฎ Objectives of collaboration ๏ฎ Types of collaboration ๏ฎ Need of collaboration ๏ฎ Models of Collaboration: Education & Service ๏ฎ Collaborative issues ๏ฎ Role of a nurse administration in collaboration OUTLINE
- 3. ๏ฎ To understandthe concept of collaboration in nursing. ๏ฎ To know about the existing models of collaboration. ๏ฎ To identify the benefits of collaboration in nursing academics and practice. ๏ฎ To encounter with the collaborative issues. ๏ฎ To understand their own role in collaboration OBJECTIVES
- 4. "Collaboration is themost formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effortโ Hord, 1986 COLLABORATION
- 5. " Collaboration isas a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goalsโ. Mattessich, Murray & Monsey (2001) COLLABORATION
- 6. COLLABORATIVE TEACHING When twoor more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
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- 10. NURSING SCHOOLS RUNBY 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 BYSIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS. FRUSTATION OCCURS ADDITIONAL TRAINING PROGRAMME NEED FOR COLLABORATION
- 12. It is criticalin 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. ๏ฎ Promotion ofquality nursing care ๏ฎ Improved patient outcomes ๏ฎ Reduced length of stay ๏ฎ Cost savings ๏ฎ Increased nursing job satisfaction and retention OBJECTIVES
- 14. ๏ฎ Improved teamwork ๏ฎEnhancement of learning climate ๏ฎ Promotion of spirit in enquiry & research in nursing ๏ฎ Well prepared & efficient nursing students ๏ฎ Develop interdependence of schools of nursing & organization OBJECTIVES
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- 17. 1. CLINICAL SCHOOLOF NURSING MODEL (1995)
- 18. ๏ฎInitiative: Nurses fromboth La Trobe and The Alfred Clinical School of Nursing University. ๏ฎEstablishment of the Clinical School in February, 1995.
- 19. ๏ฎVISION: The closeand continuing link between the theory and practice of nursing at all levels
- 20. ๏ฎBENEFITS: โขBrings academic staffto the hospital โขOpportunities for exchange of ideas with clinical nurses โขIncreased opportunities for clinical nursing research. โขMany educational openings for expert clinical nurses to involve with the university's academic program
- 21. 2.DEDICATED EDUCATION UNIT CLINICALTEACHING MODEL (1999)
- 22. ๏ฎCONCEPT: A partnership ofnurse 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. ๏ฎSTRATEGIES: ๏ฎVarious methods wereused to obtain formative data ๏ฎstaff nurses assumed the role of nursing instructors.
- 24. ๏ฎKey Features: ๏ฎUses existingresources ๏ฎSupports the professional development of nurses ๏ฎPotential recruiting and retention tool ๏ฎAllows for the clinical education of increased numbers of students
- 25. ๏ฎKey Features: ๏ฎExclusive useof the clinical unit by School of Nursing ๏ฎUse of staff nurses who want to teach as clinical instructors ๏ฎPreparation of clinical instructors for their teaching role through collaborative staff and faculty development activities
- 26. 3. Research Joint Appointments (ClinicalChair) (2000)
- 27. ๏ฎDEFINED BY: Lantz etal. (1994), as โa formalized agreement between two institutions where an individual holds a position in each institution and carries out specific and defined responsibilitiesโ
- 28. ๏ฎGOAL: To usethe implementation of research findings for improving critical thinking and clinical decision-making of nurses. ๏ฎSTRATEGY: 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. ๏ฎ KEY FEATURES: ๏ฎThe Director of Nursing Research, provides education regarding research and assists with the conduct of research in the practice setting. ๏ฎ She/he also lectures or supervises in the educational institution. ๏ฎ Salary and benefits are shared between the two organizations
- 30. ๏ฎ OUTCOMES: ๏ฎ Theeducational institution becomes more in touch with the real world ๏ฎ More readily able to identify research questions potential to make a difference to quality of consumer care delivery. ๏ฎ Increase in collaborative relationship with the service provider for long term workforce planning.
- 31. ๏ฎOUTCOMES: ๏ฎmore explicit focuson directly linking the education setting to the clinical context. ๏ฎIncreased staff involvement in professional activities ๏ฎImproved access and support to external research project funding
- 32.
- 33. ๏ฎAn innovative collaborativepartnership agreement between fremantle hospital and health service and Curtin university of technology in Perth, Western Australia. ๏ฎEnhances communication between educational and health services, but fosters the development of nursing research and knowledge.
- 34. ๏ฎ GOAL: ๏ฎ encouragea close working relationship between registered nurses and academics ๏ฎ facilitates strong links at the health service with the Nursing Research and Evaluation Unit, medical staff and other allied health professionals. ๏ฎ PROCESS: The development of a Practice- Research Model (PRM) of collaboration.
- 35. ๏ฎOBJECTIVES: ๏ฎ To encouragenursing staff to reflect on current nursing practice in order to develop meaningful research proposals ๏ฎ To teach staff the research process via research experience ๏ฎ 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 ๏ฎ To plan and implement changes to practice based on research evidence.
- 36. ๏ฎSTRATEGIES: ๏ฎNurse Research Consultant ๏ฎJournalclubs ๏ฎOUTCOMES: 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 EpworthDeakin (CCEED) model (2003)
- 38. ๏ฎEpworth Hospital andDeakin University ran a collaborative project (2003) funded by the National Safety and Quality Council ๏ฎAIM: In an effort to improve the quality of new graduate transition
- 39. ๏ฎGOALS: ๏ฎTo facilitate clinicallearning ๏ฎTo promote clinical scholarship ๏ฎTo build nurse workforce capability.
- 40. Students Coached By Clinicians NursingEducation Supported By Clinical Facilitators Clinical Facilitators are supported by Hospital and University
- 41. ๏ฎThe CCEED undergraduateprogram sees ๏ฎ undergraduate nursing students attending lectures at Deakin University in the traditional manner ๏ฎcompleting all tutorials, clinical learning laboratories and clinical placements at Epworth Hospital throughout their three year course.
- 42. ๏ฎOUTCOME: increased integrationbetween hospital and university to enhance clinical education ๏ฎNursing education supported by Clinical Facilitators ๏ฎClinical facilitators are supported by Hospital administration and university ๏ฎStudents coached by Nurse Clinician
- 43. ๏ฎRESULT: Studentsโ learningobjectives were met and satisfaction was high.
- 44. 6.The Collaborative LearningUnit (British Columbia) Model 2005
- 45. Collaborative Learning Unitis 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. ๏ฎModel of practiceeducation for nursing ๏ฎBased on the โDedicated Education Unitsโ concept developed, successfully implemented, and researched in Australia.
- 47. ๏ฎGOAL: Students practiceand learn in a nursing unit ๏ฎFollowing an individual set rotation ๏ฎchoosing their learning assignment according to their learning plans with RNs
- 49. ๏ฎFOCUS ON: ๏ฎstudent responsibilityfor self-guiding, and for communicating their learning plan with faculty and clinical nurses ๏ฎCLU also has the ability to provide practice experiences for a larger number of students.
- 50. ๏ฎOUTCOME: CLU conceptbridges a perceived gap between academic and clinical expectations.
- 51. 7.The Collaborative Approachto Nursing Care (CAN- Care) Model (2006)
- 52. ๏ฎChristine E. LynnCollege of Nursing, Florida Atlantic University ๏ฎFOCUS ON: Academic and practice leaders work together to promote the education, recruitment and retention of nurses at all stages of their career.
- 53. ๏ฎGOAL: ๏ฎdesign an educationallydense ๏ฎpractice- based experience to socialize second-degree students to the role of professional nurse. ๏ฎenhance and support the professional and career development of unit-based nurses.
- 55. 8.The Bridge toPractice Model (2008)
- 56. ๏ฎThe Bridge toPractice 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. ๏ฎParticipating students undergo 415 hours of clinical experiences (nine academic credits) focused on medical-surgical nursing.
- 57. ONE FULL TIME TEACHINGFACULTY STUDENTS STAFF NURSES CLINICAL ASSOCIATES CLINICAL CHOICE
- 58. ๏ฎEMPHASIZE ON: ๏ฎContinuity ofeducation ๏ฎprofessional incentives for hospital nurses to participate in nursing education. ๏ฎ continuing education credits ๏ฎ A tuition discount for graduate courses
- 59. ๏ฎCHALLENGES: ๏ฎrecruitment of interestedsenior clinical nurses ๏ฎretention of clinical liaison faculty ๏ฎmanagement
- 60. Collaboration of Nursing Education& Service in India
- 61. Dual role modelin NIMHANS ๏ฎFollowing the amalgamation of 1974 ๏ฎfaculty of the nursing department ๏ฎproviding clinical services ๏ฎconducting teaching programs.
- 62. Dual role modelin NIMHANS ๏ฎIn 1975, all the Grade II nursing superintendents working in the hospital were designated tutors to maintain uniformity in the department. ๏ฎCombined workshops were conducted under the guidance of WHO consultant Mrs. Morril
- 63. Dual role modelin NIMHANS ๏ฎThe Head of the Department of Nursing was given the responsibility for both. ๏ฎOUTCOMES: ๏ฎraised the quality of patient care ๏ฎimproved the quality of learning experiences for nursing students
- 64. ๏ฎIntegrative Service-Education approachin CMC Vellore College of Nursing ๏ฎNurse educators are practicing in the wards or directly involving in the delivery of nursing services.
- 65. ๏ฎ A pilotstudy on bridging the gap between education and service in select institutions like one ward of AIIMS. ๏ฎ The project was successful ๏ฎ Patients and medical personnel appreciated the move but it required financial resources to replicate this process. GOVERNMENT INITIATIVES
- 66.
- 67. ๏ฎ Substantive idearepeatedly discussed in health care circles. ๏ฎ Benefits are well validated ๏ฎ Seldom practiced COLLABORATIVE ISSUES
- 68. ๏ฎ Collaboration describedas an outcome, but little known for developmental process of collaboration. ๏ฎ Complexity of collaboration and the skills required to facilitate the process are formidable. COLLABORATIVE ISSUES
- 69. Inclusionary process with continuousengagement that reinforces commitment, recognizing the building of relationships as fundamental to the success of collaborations. POINT TO NOTE
- 70. ๏ฎ Technological ๏ฎ Medicaladvancements ๏ฎ An ageing population ๏ฎ Increased numbers of people living with chronic disease ๏ฎ Spiraling costs COLLABORATIVE ISSUES
- 71. ๏ฎ Development ofFormal System ๏ฎ Joint Activities ๏ฎ Invite for academic/social events ๏ฎ Interchange of careers ๏ฎ Recognition of nursing services & education personnel ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 72. ๏ฎConduct IPR workshops ๏ฎOrganizeward conferences, rounds ๏ฎStaff conferences ๏ฎNursing staff dialogue ๏ฎSensitize students ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 73. ๏ฎ Tutor experiences ๏ฎNursing educators practice skill ๏ฎ Involvement of senior nursing staffs ๏ฎ Opportunity for academic training ๏ฎ Conduction of training workshops ROLE OF NURSE ADMINISTRATION IN COLLABORATION
- 74. ๏ฎ Catherine Malloy& Francis T. Donahue. (2004). Collaboration projects between nursing education and service. Nurse Education Today. 19(6), 368- 77 ๏ฎ Cowen.P.S & Moorhead.S(2006). Current Issues in Nursing. 7 th Ed., Missouri, Mosby Inc., 105-122 ๏ฎ Dileep Kumar, T (2010). Quality of nursing education: Right of every student. The Nursing Journal of India. Cl(1), 12 ๏ฎ Downie.J et al.(2001). Research model for collaborative partnership. Journal of Royal College of Nursing, Australia. 8(4). 27-32 ๏ฎ Feltz, Joan, Tom Robin. (2000). Linking practice and education. Journal of Nursing Administration. 30(9), 405-07 ๏ฎ 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. ๏ฎ Hannah Deanand Jan L. Lee (1995). Service and education: Forging Partnership. Nursing Otulook, 43(3), 119-23 ๏ฎ 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 ๏ฎ Raines.A.D (2006). An innovative model of practice- based learning. International Journal of Nursing Education Scholarship. 3(1). 20-26 ๏ฎ 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 ๏ฎ http://www.sasnet.lu.se/institutions/department-nursing-science-karlstad- university ๏ฎ http://www.slideshare.net/jusnaturale/collaboration-30100865 ๏ฎ http://myorgbio.org/aiims-life-cycle-collaboration-model/ BIBLIOGRAPHY
- 76. --An effective collaborationis characterized by building and sustaining โwin-winโ relationships--
Editor's Notes
- #4ย Latin word Co + laborare= โwork togetherโ 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
- #5ย Collaboration is a directed working practice where involved individuals work together to a common purpose to achieve benefits
- #8ย Interdisciplinary Multidisciplinary Transdisciplinary Interprofessional
- #10ย 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.
- #11ย 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 studentsโ 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 studentsโ 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.
- #12ย 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.
- #13ย Several catalysts may initiate collaboration โ 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.
- #14ย 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
- #17ย 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)
- #37ย 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.
- #53ย 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
- #55ย 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 studentโs 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.
- #58ย 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.
- #59ย Planned incentives include the rewarding of hospital nurses with continuing education credits for participation in the short-term training on educational methodology and approaches
- #60ย Planned incentives include the rewarding of hospital nurses with continuing education credits for participation in the short-term training on educational methodology and approaches
- #71ย The nursing profession is faced with increasingly complex health care issues driven by