This document outlines the steps taken to develop a Clinical Nurse Leader (CNL) work site program at a major university. The author worked with university faculty and healthcare partners to design a curriculum that met AACN requirements. A needs assessment found support among students and one healthcare partner agreed to pilot the CNL role. The author developed a 2-year part-time curriculum incorporating AACN guidelines and university requirements. Challenges included gaining full commitment from partners and integrating the new role after graduation.
The document describes a study that developed educational podcasts to support nurse preceptors addressing unsafe practices by student nurses. Focus groups with nurse preceptors were conducted to inform the development of podcast scripts addressing four hallmarks of unsafe practice: attitude problems, poor communication skills, inability to demonstrate knowledge and skills, and unprofessional behavior. The podcast scripts were designed to model caring responses from preceptors and provide support through web-based availability. The focus groups provided feedback on the realism and appropriateness of the podcast scripts to enhance the scenarios and preceptor responses prior to filming.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in 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
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
The document discusses collaboration in nursing. It begins by noting the increasing complexity of healthcare issues and need for collaboration. It then defines collaboration as working together through communication, information sharing, coordination and cooperation. The document outlines several objectives and needs for collaboration in healthcare, including providing client-centered care and improving outcomes. It also discusses some issues that can impact collaboration among nurses, such as staffing shortages and mandatory overtime.
Audience of presentation learnt about the health care system in Oman with focus on the Health Vision 2050. Also, it delineated the six strategic directions of the vision of nursing services at the MoH in Oman.
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
This issue of the Canadian Journal of Nursing Leadership focuses on the future of nursing. It includes articles that discuss how nursing education needs to adapt to better prepare nurses for new models of care delivery and evolving practice environments. The issue also examines how nurses can lead changes in healthcare through embracing new technologies and adapting to meet changing community needs.
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICEMental Health Center
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE- By Bivin, J.B., & Reddemma, K. (2010). Department of Nursing, National Institute of Mental Health and Neurosciences, Bangalore.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
The document describes a study that developed educational podcasts to support nurse preceptors addressing unsafe practices by student nurses. Focus groups with nurse preceptors were conducted to inform the development of podcast scripts addressing four hallmarks of unsafe practice: attitude problems, poor communication skills, inability to demonstrate knowledge and skills, and unprofessional behavior. The podcast scripts were designed to model caring responses from preceptors and provide support through web-based availability. The focus groups provided feedback on the realism and appropriateness of the podcast scripts to enhance the scenarios and preceptor responses prior to filming.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in 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
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
The document discusses collaboration in nursing. It begins by noting the increasing complexity of healthcare issues and need for collaboration. It then defines collaboration as working together through communication, information sharing, coordination and cooperation. The document outlines several objectives and needs for collaboration in healthcare, including providing client-centered care and improving outcomes. It also discusses some issues that can impact collaboration among nurses, such as staffing shortages and mandatory overtime.
Audience of presentation learnt about the health care system in Oman with focus on the Health Vision 2050. Also, it delineated the six strategic directions of the vision of nursing services at the MoH in Oman.
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
This issue of the Canadian Journal of Nursing Leadership focuses on the future of nursing. It includes articles that discuss how nursing education needs to adapt to better prepare nurses for new models of care delivery and evolving practice environments. The issue also examines how nurses can lead changes in healthcare through embracing new technologies and adapting to meet changing community needs.
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICEMental Health Center
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE- By Bivin, J.B., & Reddemma, K. (2010). Department of Nursing, National Institute of Mental Health and Neurosciences, Bangalore.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
COLLABORATIVE ISSUES AND MODELS IN NURSINGRuppaMercy
This document defines collaboration and discusses its importance in nursing. It provides definitions of collaboration from nursing theorists Virginia Henderson and Baggs and Schmitt. The document outlines the need for collaboration between nursing education and hospital nursing due to gaps in practical skills among new graduates. It discusses objectives, principles, characteristics, phases and types of collaboration, as well as issues that can impact collaboration within and outside of nursing. The document also summarizes several models of clinical education that aim to strengthen collaboration between academia and clinical practice settings.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
7936 different models of collaboration between nursign education and service [1]aruna-doley
This document summarizes different models of collaboration between nursing education and service. It begins by outlining the need for collaboration given increasing healthcare complexities. It then defines collaboration and lists types including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. The document proceeds to describe several models of collaboration between education and service including the clinical school of nursing model, dedicated education unit clinical teaching model, research joint appointments, practice-research model, and others. It concludes by inviting discussion on models of collaboration in nursing education and service.
collaboration and its model (including new model 2019 Integration model)NehaRana89
This document discusses various models of collaboration in nursing. It defines collaboration and describes types such as interdisciplinary, multidisciplinary, and transdisciplinary collaboration. Several models of nursing collaboration are outlined, including the Clinical School of Nursing model, Dedicated Education Unit model, Research Joint Appointment model, Practice Research model, Collaboration Clinical Education Epworth Dakin model, Collaborative Learning Unit model, and Collaborative Approach to Nursing Care model. The key aspects and objectives of each collaborative model are summarized.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...PublicHealthFoundation
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
A New Era For Nursing: How non-traditional roles are reshaping nursing careersKelly Services
Nontraditional nursing roles have emerged due to technological growth, healthcare reform, and demand for preventative and community-based care. Areas such as patient safety, quality improvement, health informatics, behavioral health, and care coordination have become important domains for nursing. The roles of occupational health nurses, case managers, HEDIS nurses, quality assurance nurses, and nurse educators are growing due to a focus on wellness, chronic disease management, and reducing healthcare costs. These nontraditional nursing roles offer salaries comparable to registered nurses and are projected to be in high demand over the next decade, especially in large cities such as Houston, Chicago, and Los Angeles.
Collaborative issues in nursing arise due to increased medical complexity, elderly populations, and chronic illness. Collaboration between nursing education and practice is needed but challenging. Models discussed include the clinical school of nursing, practice research, and collaborative clinical education models. These aim to reduce gaps between education and practice through partnerships, research, and facilitator roles to improve patient care, nursing competence, and the profession.
This document describes an integrated primary health care partnership model between the Aga Khan University East Africa, the University of California San Francisco, and the government of Kenya. The model aims to test mechanisms for partnership between district health systems and higher education to increase access to high-quality primary health care, focusing on maternal, newborn, and child health. An initial planning grant supported partnership development and needs assessment in Kaloleni District, Kenya. Key learnings included identifying barriers to maternal care access and priorities for community engagement, training, and innovations like mobile technology to strengthen the health system and referral pathways. Next steps involve developing a multi-year partnership proposal and mobilizing resources to provide critical supports applying the integrated primary health care model.
This document provides an overview of magnet hospitals and the magnet designation process. It begins with defining what a magnet hospital is and the benefits of magnet designation. It then explains the 14 forces of magnetism that are the conceptual framework for magnet appraisal. The document outlines the phases of the magnet appraisal process and barriers to achieving magnetism. It concludes with introducing the new magnet model which organizes the 14 forces into 5 key components: transformational leadership, structural empowerment, exemplary professional practice, new knowledge/innovations, and empirical outcomes.
Different models of collaboration between education and serviceSyama Stephen S
This document discusses different models of collaboration between education and service, including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. It describes a clinical school of nursing model where a partnership between nurse executives, staff nurses, and faculty transformed patient care units into learning environments for students. Benefits included using existing resources, supporting professional development, and allowing increased numbers of students while continuing quality patient care. Another model discussed is a joint appointment between academic and clinical settings to enhance communication and foster nursing research. A final example provided is a collaborative project between a hospital and university to improve support for new graduates while maintaining quality care delivery.
Paula Newinski is a 22-year veteran RN leader seeking a new role in long term care. She has extensive experience as a Nurse Manager at the Minneapolis VA Health Care System, currently managing a 36-bed unit and co-directing an 80-bed transitional care center. She holds dual master's degrees and several nursing certifications. Newinski has a proven track record of leading quality improvement initiatives, developing staff, ensuring regulatory compliance, and serving on multiple committees.
The document discusses the South Eastern Sydney Recovery College (SESRC), an educational initiative in Australia focused on mental health recovery. It operates using a co-production framework where people with lived experience of mental health issues and professionals jointly plan and deliver courses. Staff interviews found co-production within the Recovery College setting was transformational. Since opening in July 2014, the Recovery College has held courses for over 100 students, including consumers, carers, clinicians, and staff. Feedback has been positive about the inclusion of lived experience perspectives.
This document provides guidance on starting a youth peer education program. It discusses defining the program scope by setting goals, objectives and target groups. Key aspects include addressing HIV/AIDS and other issues, empowering at-risk youth, and consulting stakeholders. The document also covers resource needs, implementation considerations, and establishing indicators and evaluation plans to measure the program's impact. The overall goal is to empower youth to make healthy decisions through peer education and behavior change.
This document outlines what it means for a hospital to achieve Magnet status and be designated as a Magnet Hospital. It discusses the importance and benefits of Magnetism, including better patient outcomes, higher staff satisfaction, and lower costs. It describes the 14 Forces of Magnetism that hospitals must demonstrate and the 5 model components that encompass these forces. The document also covers the top demands for Magnetism, the Magnet program process, and the role healthcare organizations can play in achieving Magnet designation.
This document summarizes a study on implementing kangaroo mother care (KMC) in secondary level health facilities in Bihar, India. The study found that after intervention, there was a definite improvement in awareness of KMC among nurses and midwives. It also impacted infrastructure to allow for KMC in selected facilities. However, the study duration was relatively short and involved a small number of facilities, limiting the ability to fully assess the intervention's impact. Improving funding, determining sample size, and strengthening data collection could help strengthen future studies on rolling out KMC.
The Health Fee Advisory Board recommends a 5% increase in the fall/spring health care fee from $59.50 to $62.50 and a 7% increase in the summer fee from $44.50 to $47.00. This is expected to still result in a $202,964 budget deficit for University Health Services. The minority perspective expressed concerns that the fee increases continue to place the burden on students rather than the university finding alternative funding sources. The board discussed advocating for long-term changes such as developing a student vision for health and wellness, improving communication between student health committees, and involving relevant academic departments to help address mental health and other issues.
In September 2013, the Future of Nursing: Campaign for Action Leadership Learning Collaborative convened a teleconference to discuss “State Leadership Institutes”.
Implementing Fixed Patient For Nurse RatiosTanya Williams
This document proposes implementing hourly rounding at a hospital to improve patient safety and satisfaction. A task force would be established to use research evidence to propose, implement, and evaluate the change. The Johns Hopkins Nursing Evidence-Based Practice model would be used as a guideline, consisting of three phases - identifying the issue, searching for evidence, and translating evidence into practice. Implementing hourly rounding would help meet patients' needs, reduce call lights and falls, and improve HCAHPS scores.
COLLABORATIVE ISSUES AND MODELS IN NURSINGRuppaMercy
This document defines collaboration and discusses its importance in nursing. It provides definitions of collaboration from nursing theorists Virginia Henderson and Baggs and Schmitt. The document outlines the need for collaboration between nursing education and hospital nursing due to gaps in practical skills among new graduates. It discusses objectives, principles, characteristics, phases and types of collaboration, as well as issues that can impact collaboration within and outside of nursing. The document also summarizes several models of clinical education that aim to strengthen collaboration between academia and clinical practice settings.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
7936 different models of collaboration between nursign education and service [1]aruna-doley
This document summarizes different models of collaboration between nursing education and service. It begins by outlining the need for collaboration given increasing healthcare complexities. It then defines collaboration and lists types including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. The document proceeds to describe several models of collaboration between education and service including the clinical school of nursing model, dedicated education unit clinical teaching model, research joint appointments, practice-research model, and others. It concludes by inviting discussion on models of collaboration in nursing education and service.
collaboration and its model (including new model 2019 Integration model)NehaRana89
This document discusses various models of collaboration in nursing. It defines collaboration and describes types such as interdisciplinary, multidisciplinary, and transdisciplinary collaboration. Several models of nursing collaboration are outlined, including the Clinical School of Nursing model, Dedicated Education Unit model, Research Joint Appointment model, Practice Research model, Collaboration Clinical Education Epworth Dakin model, Collaborative Learning Unit model, and Collaborative Approach to Nursing Care model. The key aspects and objectives of each collaborative model are summarized.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...PublicHealthFoundation
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
A New Era For Nursing: How non-traditional roles are reshaping nursing careersKelly Services
Nontraditional nursing roles have emerged due to technological growth, healthcare reform, and demand for preventative and community-based care. Areas such as patient safety, quality improvement, health informatics, behavioral health, and care coordination have become important domains for nursing. The roles of occupational health nurses, case managers, HEDIS nurses, quality assurance nurses, and nurse educators are growing due to a focus on wellness, chronic disease management, and reducing healthcare costs. These nontraditional nursing roles offer salaries comparable to registered nurses and are projected to be in high demand over the next decade, especially in large cities such as Houston, Chicago, and Los Angeles.
Collaborative issues in nursing arise due to increased medical complexity, elderly populations, and chronic illness. Collaboration between nursing education and practice is needed but challenging. Models discussed include the clinical school of nursing, practice research, and collaborative clinical education models. These aim to reduce gaps between education and practice through partnerships, research, and facilitator roles to improve patient care, nursing competence, and the profession.
This document describes an integrated primary health care partnership model between the Aga Khan University East Africa, the University of California San Francisco, and the government of Kenya. The model aims to test mechanisms for partnership between district health systems and higher education to increase access to high-quality primary health care, focusing on maternal, newborn, and child health. An initial planning grant supported partnership development and needs assessment in Kaloleni District, Kenya. Key learnings included identifying barriers to maternal care access and priorities for community engagement, training, and innovations like mobile technology to strengthen the health system and referral pathways. Next steps involve developing a multi-year partnership proposal and mobilizing resources to provide critical supports applying the integrated primary health care model.
This document provides an overview of magnet hospitals and the magnet designation process. It begins with defining what a magnet hospital is and the benefits of magnet designation. It then explains the 14 forces of magnetism that are the conceptual framework for magnet appraisal. The document outlines the phases of the magnet appraisal process and barriers to achieving magnetism. It concludes with introducing the new magnet model which organizes the 14 forces into 5 key components: transformational leadership, structural empowerment, exemplary professional practice, new knowledge/innovations, and empirical outcomes.
Different models of collaboration between education and serviceSyama Stephen S
This document discusses different models of collaboration between education and service, including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. It describes a clinical school of nursing model where a partnership between nurse executives, staff nurses, and faculty transformed patient care units into learning environments for students. Benefits included using existing resources, supporting professional development, and allowing increased numbers of students while continuing quality patient care. Another model discussed is a joint appointment between academic and clinical settings to enhance communication and foster nursing research. A final example provided is a collaborative project between a hospital and university to improve support for new graduates while maintaining quality care delivery.
Paula Newinski is a 22-year veteran RN leader seeking a new role in long term care. She has extensive experience as a Nurse Manager at the Minneapolis VA Health Care System, currently managing a 36-bed unit and co-directing an 80-bed transitional care center. She holds dual master's degrees and several nursing certifications. Newinski has a proven track record of leading quality improvement initiatives, developing staff, ensuring regulatory compliance, and serving on multiple committees.
The document discusses the South Eastern Sydney Recovery College (SESRC), an educational initiative in Australia focused on mental health recovery. It operates using a co-production framework where people with lived experience of mental health issues and professionals jointly plan and deliver courses. Staff interviews found co-production within the Recovery College setting was transformational. Since opening in July 2014, the Recovery College has held courses for over 100 students, including consumers, carers, clinicians, and staff. Feedback has been positive about the inclusion of lived experience perspectives.
This document provides guidance on starting a youth peer education program. It discusses defining the program scope by setting goals, objectives and target groups. Key aspects include addressing HIV/AIDS and other issues, empowering at-risk youth, and consulting stakeholders. The document also covers resource needs, implementation considerations, and establishing indicators and evaluation plans to measure the program's impact. The overall goal is to empower youth to make healthy decisions through peer education and behavior change.
This document outlines what it means for a hospital to achieve Magnet status and be designated as a Magnet Hospital. It discusses the importance and benefits of Magnetism, including better patient outcomes, higher staff satisfaction, and lower costs. It describes the 14 Forces of Magnetism that hospitals must demonstrate and the 5 model components that encompass these forces. The document also covers the top demands for Magnetism, the Magnet program process, and the role healthcare organizations can play in achieving Magnet designation.
This document summarizes a study on implementing kangaroo mother care (KMC) in secondary level health facilities in Bihar, India. The study found that after intervention, there was a definite improvement in awareness of KMC among nurses and midwives. It also impacted infrastructure to allow for KMC in selected facilities. However, the study duration was relatively short and involved a small number of facilities, limiting the ability to fully assess the intervention's impact. Improving funding, determining sample size, and strengthening data collection could help strengthen future studies on rolling out KMC.
The Health Fee Advisory Board recommends a 5% increase in the fall/spring health care fee from $59.50 to $62.50 and a 7% increase in the summer fee from $44.50 to $47.00. This is expected to still result in a $202,964 budget deficit for University Health Services. The minority perspective expressed concerns that the fee increases continue to place the burden on students rather than the university finding alternative funding sources. The board discussed advocating for long-term changes such as developing a student vision for health and wellness, improving communication between student health committees, and involving relevant academic departments to help address mental health and other issues.
In September 2013, the Future of Nursing: Campaign for Action Leadership Learning Collaborative convened a teleconference to discuss “State Leadership Institutes”.
Implementing Fixed Patient For Nurse RatiosTanya Williams
This document proposes implementing hourly rounding at a hospital to improve patient safety and satisfaction. A task force would be established to use research evidence to propose, implement, and evaluate the change. The Johns Hopkins Nursing Evidence-Based Practice model would be used as a guideline, consisting of three phases - identifying the issue, searching for evidence, and translating evidence into practice. Implementing hourly rounding would help meet patients' needs, reduce call lights and falls, and improve HCAHPS scores.
Here is a draft essay applying Peplau's nursing theory to the implementation of electronic health records:
Introduction:
Hildegard Peplau developed the interpersonal relations theory, one of the early nursing theories focused on the nurse-patient relationship. Peplau's theory outlines four phases of the nurse-patient relationship: orientation, identification, exploitation, and resolution. This theory provides a useful framework for examining how nurses can support patients through the transition to electronic health records (EHRs).
Orientation Phase:
When EHRs are first implemented, both nurses and patients will be in the orientation phase. Nurses will need training on the new system while patients may feel confused or anxious about the changes in documentation. It
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
This document outlines the core competencies for registered nurses in Massachusetts, known as the Nurse of the Future Nursing Core Competencies. It begins with background information on the development of the competencies through a multi-step process involving nursing stakeholders. It then presents the core competency model, which is centered on nursing knowledge and outlines ten core competencies that emanate from this knowledge. Each competency is then defined in terms of the essential knowledge, attitudes, and skills. An assumptions section provides context, and references are included.
SMART GOAL
Leadership SMART Goal Leadership goal Setting a goal is important since it really gives clarity to a person’s vision. A goal specifies the outcome of what one wants to accomplish (Jay, 2011). Developing a SMART leadership goal ensures that one’s goal is actually focused and offers a clear idea of what one wants to accomplish. In essence, a goal that is SMART makes it simpler for one to come up with pertinent activities, to measure his or her progress towards accomplishing the goal, and know when he or she has met his/her goal (Jay, 2011). For me, setting a SMART goal will make what I want tangible since I am declaring to myself that this is really what I want. Basically, the SMART goal will help me to focus my everyday energy towards making my dreams and wishes come true. My set goal is SMART in the following way: Specific: Haughey (2014) pointed out that a specific goal has to be focused, detailed, and stated clearly. My goal is specific enough; it is to work in interdisciplinary/interprofessional teams by Week 10 (as selected from the Institute of Medicine (IOM)). In these teams, I should be able to work with other professionals to offering the best care available to transplant patients and help the patients before the transplant, during the transplant, and after. To accomplish this goal, I will greet and introduce myself to various health professionals in the Transplant Services Department so familiarize my self with the department and the transplant of patients and cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable. In the future health care system, health professionals will have to understand the advantage of high levels of cooperation, coordination, and standardization to guarantee excellence, continuity, safety, and reliability. In short, they will have to think of themselves as a team working in and contributing to a larger system. As Don Berwick, Institute for Healthcare Improvement, said at the summit, The team members integrate their observations, bodies of expertise, and spheres of decision making. Thus this competency refers to the various disciplines working together to address the needs of patients. Interdisciplinary teams are critical in dealing with the increasing complexity of care, coordinating and responding to multiple patient needs, keeping pace with the demands of new technology, responding to the demands of payors, and delivering care across settings Teams tend to reduce the utilization of redundant or duplicate services, and they also tend to develop more creative solutions to complex problems because of their members’ diverse academic backgrounds and experience. Patients needing chronic care, critical acute care, geriatric care, and care at the end of life require smooth team functioning because of the complexity of their needs. Different means and settings for delivering care, such as managed care, community-based care, rehabilitation centers,.
This document summarizes a research project evaluating the advantages of embedding a careers program within a Sixth Form College in the UK. The researcher aims to understand how the careers service is delivered, its impact on stakeholders, and how it can be integrated into the student experience. Data was collected through questionnaires, interviews with students and staff, and analyzed for themes. The findings suggest that building visibility, communication, flexibility, and relationships helps students engage with career guidance support. Measuring success and addressing future areas for development are also discussed.
RUNNING HEAD: Progress Report1
Senior Project Progress Report
Melonie Lindsey
HCA 459
Vicki Sowle
June 2, 2014
Topic:
The topic that I selected for my senior project was “challenges of employee recruitment and retention of health care professionals”. I chose this topic because it is a growing problem among the healthcare institutions. The professionals who are capable of delivering best efforts in health care institutions are less in number and the opportunities that they have in this modern world are a lot. The human resources department of health care institutions adapt many modern ways to overcome these challenges. It is very interesting to understand such modern methods of human resources department for employee retention. At the same time, it’s interesting to visualize how the employees react to the actions performed by the human resources department of such healthcare institutions. In case the human resources department is unable to retain their employees irrespective of the hard measures taken by them, the backup plans executed by them in such cases are also worth studying.
Organization Specific Rationale:
New York Presbyterian is the health care organisation that I have selected for my senior project. This health care organisation is one of the top medical service providers in US. They have won several awards for maintaining good quality in delivering the health care services. The latest award that they have won is the “Energy Star Award” from EPA. This health care organisation offers a wide variety of medical services for their patients. The staff of this organisation is highly capable of delivering the best results. (http://nyp.org/, n.d.)
There are several challenges and opportunities that impact the balance between the health care costs for this organisation. Although NYP (New York Presbyterian) is a known name in medical field, it has to enforce several strict measures to control the cost and maintain steady income. The services offered by NYP are high class services so it’s not necessary that all the insurance plans cover it. Therefore only a specific category of patients can afford to have a treatment from this hospital. The running cost of the medical equipment installed in this hospital is also very high therefore the government aides are often necessary for this hospital. The salaries of the staff (including doctors) is also a major expense for the organisation.
NYP does not compromise with the quality of the health care services. Although the cost is directly proportional to the quality, the organisation manages its cost in such a way that the reputation of the hospital is never at stake. The multiple awards that are received by NYP is a result of the consistent reputation of the hospital is never at stake. The multiple awards that are received by NYP is a result of the consistent quality delivery. (http://nyp.org/services/index.html, n.d.)
Training:
The intended audience for this training can include t.
The document discusses collaboration between an academic school of nursing and a clinical hospital setting to enhance nursing research and evidence-based practice. It describes two successful strategies used - an annual Collaborative Research Day conference and a Collaborative Research Award. The conference brings together nurses from both settings to discuss research topics and findings. It has evolved over time to better foster collaboration. The award funds collaborative research projects between faculty and clinicians, resulting in published studies and presentations. These strategies have strengthened the research capacity and skills of both organizations.
IOM Future of Nursing Report and NursingNameInstitutionTatianaMajor22
IOM Future of Nursing Report and Nursing
Name
Institution
Course
Professor
Date
IOM Future of Nursing Report and Nursing
Introduction
In 2010 the Robert wood Johnson foundation (RWJF) committee released a report named the future of nursing: leading change, advancing health. The report was based on an analysis of the future requirements and the challenges faced by nurses. In the report, the committee articulated four main messages that should be implemented to enhance the care provided by nurses.
The committee presented recommendations to the policymakers and State governments to implement measures to enhance the care provided by the caregivers. First, it recommended transformation in nursing education. While drawing attention to the shortage in faculties and seats to train enough nurses in colleges, the report recommended that it was necessary to increase the number of nurses with a postgraduate degree and baccalaureate nurses (Noll, 2017). Further, it pointed out that nurses required additional skills to overcome the challenges they face, and advanced education was the most appropriate source of the skills. Therefore, the report indicated relevant Bodies should encourage nurses to equip themselves with the proper skill to overcome future challenges by obtaining higher education.
The report also recommends that nurses can take up leadership roles and therefore should take up such. The experience from being bedside nurses and having direct interaction with other practitioners and patients offers them adequate knowledge to formulate much-needed policies in the profession. Additionally, the report explains that nurses should work as equal partners with other practitioners to develop guidelines for the profession.
The report also recommended that nurses get detailed data on the resources available and the role in healthcare. Additionally, the report explained that nurses needed information just like other caregivers to ensure that they provided informed care. Further, the data would enable them to make informed decisions in the course of practice.
Once the report was released, most nursing institutions and professionals received it and called for bodies responsible for implementing the report to FastTrack the implementation process. Additionally, state action coalitions were formed to work alongside the government and other organizations to accelerate implementing the report’s recommendations. Consequently, Montgomery, et al. (2016), indicate that the number of nurses with higher education and specifically baccalaureate nurses had increased between 2010 and 2016 from 47% to 56%. The increase in the growth of nurses taking up the baccalaureate degree program has improved drastically, and the transition can be attributed to implementing the recommendations.
Today employers prefer nurses with baccalaureate degrees over those with associate degrees. According to Harrison et al. (2019), by 2015 more than 10% of hospitals in California ...
Challenges before Nursing Educators An OverviewYogeshIJTSRD
This document discusses the challenges facing nursing educators. Nursing educators must prepare students for a healthcare system that is becoming more complex and specialized. They are faced with trends like changing demographics, an emphasis on health promotion, rising healthcare costs, and expanding technology. This requires educating students to work in multiple settings and developing skills like critical thinking, technology proficiency, and ethical decision making. Reform in nursing education is needed to address these trends and ensure nurses are prepared to meet future healthcare needs.
This document summarizes the author's 30-year journey in nursing leadership. It describes experiences in various clinical settings that helped develop transformational leadership skills. The author pursued advanced degrees including a MSN to expand their practice. Current goals include completing a DNP with a focus on educational leadership to further shape nursing education and prepare to be a complexity leader capable of facilitating healthcare system changes. The overall journey has moved from an initial interest in authority to a focus on empowering teams through shared governance and developing care coordination across settings.
This document discusses the development and use of the AONE Nurse Executive Competencies (AONE-NEC) over the past 12 years. It was developed by the American Organization of Nurse Executives (AONE) to provide guidance for nurse executive practice and education. The competencies address areas like leadership, professionalism, and business skills. They have been widely adopted by academic programs and healthcare organizations to guide curriculum, performance evaluations, and professional development. The competencies also provide a framework for graduate nursing administration programs to align content and fieldwork experiences. Their use demonstrates how AONE has positioned itself as an expert in nurse executive competency.
Faculty development in interprofessional education and practiceJose Frantz
The document discusses interprofessional education and collaborative practice. It identifies interprofessional collaboration as key to improving healthcare outcomes. It also discusses developing common language and understanding differences in teaching approaches to provide educators with skills to train health professions students. A priority is interprofessional collaboration in clinical practice in sub-Saharan Africa. The need for flexible assessment policies in online interprofessional education is also mentioned.
This annual report summarizes the activities of the Transformational Practice and Partnerships office at the University of Nebraska Medical Center College of Nursing from 2016. It discusses the Continuing Nursing Education program which provides accredited educational activities to over 13,000 nurses. It also describes international programs that send nursing students abroad and host visiting scholars. Key activities include nursing education programs in Norway, Sweden, China, Jordan, and Oman as well as interdisciplinary health trips to Central America.
Essentials of Master Education in Nursing Paper FNU.docxwrite22
This document outlines the Essentials of Master Education in Nursing as put forth by the American Association of Colleges of Nursing (AACN). It discusses 9 essentials that all master's programs in nursing should address, including: background from sciences/humanities, organizational leadership, quality improvement/safety, translating scholarship to practice, informatics, health policy, interprofessional collaboration, clinical prevention/population health, and master's-level nursing practice. The essentials provide a framework for curricula to prepare graduates for diverse nursing roles through expanded knowledge and higher-level skills.
The document discusses the development of advanced practice nursing (APN) roles in the United Kingdom. It describes how APN roles have expanded over time due to various factors like changes in healthcare needs, government policies, and education. However, challenges still remain such as a lack of clear role definitions and undervaluation of nursing expertise. Overall, while APN development has improved patient-nurse relationships and care quality, further efforts are needed to fully realize the benefits of expanded nursing practice.
Similar to Preparing the Way for the Clinical Nurse Leader, A Work site program Final for submission (20)
Preparing the Way for the Clinical Nurse Leader, A Work site program Final for submission
1. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 1
Abstract
The Clinical nurse leader (CNL) is the first new nursing role in 40 years. The CNL is a
nursing created position developed by the American Association of Colleges of Nursing (AACN)
in 2003. As a CNL I was asked to design a work site curriculum for a major university.
Designing a CNL curriculum differs from other nursing specialties because AACN and
practicing partners contribute to the success of this role. In addition to gaining support from the
university, commitment from a practicing health care partner is essential before proceeding with
this initiative. The first step in creating the curriculum design is to determine the community’s
readiness and need for this type of program. In this paper I will outline the steps taken to develop
a work site CNL program. When planning a curriculum for the CNL the graduate needs to meet
the requirements of the AACN and pass a certification exam after completing the program. A
capstone project and clinical immersion hours must be met prior to sitting for this exam. My
experience as a CNL influenced the curriculum design as well as my personal education in
graduate school. This work site program was tailored to meet the specific requirements of a large
university with multiple healthcare affiliations.
Key words: Clinical Nurse Leader, Educational partnerships, Curriculum design
2. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 2
The Clinical Nurse Leader (CNL) role is a new visionary nursing role developed by the
American Association of Colleges of Nursing (AACN) in 2003. In the AACN Spring annual
meeting it was reported that 90 schools of nursing and 190 health care institutions were
participating in the CNL pilot (AACN, 2006a). In this paper a proposal for a CNL program is
suggested guiding the decision whether or not to become part of this national AACN initiative.
The University is part of a large health care system and this cutting edge role could advance
professional nursing practice in this geographical area. The innovative idea for a CNL work site
program came from a university faculty advisor. Presently a successful master’s degree program
is already established at this partner site. Creating a work site program has many advantages and
is a great fit for the CNL partnership. Developing a CNL program requires a strong commitment
from practicing health care partners and the educational partners to succeed. The AACN
provides guidance and direction to the education and practice partner as they pilot the CNL
program. This CNL curriculum design is influenced by existing university requirements for
Masters Education, the AACN, and the practice partner’s resources. It takes planning, tenacity,
and stakeholder support to pioneer this program. In this paper I will expound on the steps taken
to lay the foundation for a CNL program at a major university.
Brief Introduction of the CNL role
The CNL is a new nursing role created by the American association of colleges of nursing
(AACN). The CNL is a patient advocate who practices in the clinical setting at the point of care.
The roots of this new role began to emerge in response to critical issues linked to our current
fragmented health care systems. The nursing shortage, increasing medical errors, call for
evidence based practices, an aging population, and projected future societal health care needs are
only some of the issues which precipitated this role. Although it seems as though the CNL
3. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 3
emerged out of nowhere it was the product of many years of planning and collaboration. In 2003
the first draft of the white paper defining the role of the CNL was published and subsequently
revised in 2007 (AACN, 2007). The CNL role captures skills needed to fill the gaps in our
current nursing practice. This role provides leadership and empowerment needed to propel our
profession forward into the future. This role embraces change which is essential for growth in
our current practice settings.
It is apparent that the CNL role is one answer to meet the nursing demands of the 21st century
but will it prevail? The success of the CNL role teeters on the approval and recognition of this
role by nursing administration, nurse colleagues, practice, education and service partners.
Sherman (2008) reported “A unique feature of the project was an AACN requirement that
universities and colleges interested in offering the CNL curriculum had to engage a service
partner” (p. 236). The service partner is complementary providing a niche in the institution for
the CNL to practice and expand this role. Practice partners’ create a job description, salary
incentive, tuition reimbursement, and oftentimes flexible work schedules while the student
attends college. Chief nursing officers and nursing administrators are vital to the successful
implementation of this role. The CNL cannot navigate change without strong administrative
support. Mentoring for the CNL role begins in college and continues after graduation to sustain
the momentum for this new role. The CNL will transition into this role during the clinical
immersion. Nursing colleagues will learn about this role by word of mouth and as it unfolds in
the clinical setting. The role as nurse generalist varies in each clinical site and may differ in
implementation across settings. For nursing colleagues to embrace the CNL they need to
understand the value of this role to nursing practice. In contrast to engage practice partners
requires demonstration of outcomes which appeal to the business.
4. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 4
The CNL role takes time to develop and transform clinical practice. The educational partner
is crucial to the success of the CNL project as they provide an environment to practice core
competencies vital to this evolving new role.
Engaging Partners
One of the unique challenges to developing a CNL curriculum is that the program cannot
exist without a practice partner. And it must demonstrate business value to the key stakeholders.
Can a practice partner be persuaded to join forces with an academic institution to develop the
CNL role? Developing the CNL role requires strong leadership, academic creativity, and
tenacity. The first step prior to adopting the CNL curriculum plan is to determine the community
need and student interest. Keating (2006) recommends “A needs assessment ensures the
relevance of the program to a community need and its eventual financial viability” (p. 108). It
would be irresponsible to not evaluate the projected financial costs for the university and
partners. The work site program was selected because full time employees of this healthcare
institution receive tuition reimbursement. I met with the Chief nursing officers (CNO) of two
healthcare institutions to introduce the CNL role and determine interest for participating as a
practice partner. Both healthcare institutions were selected because of their affiliation with the
University. Neither CNO seemed to have prior exposure to this role. One chief nursing officer
expressed interest in piloting the CNL role but requested additional evidence to support the value
of this role. I also attended a university sponsored educational information session at this work
site where some students expressed interest in the CNL role. In the course of my employment I
casually discussed the CNL role orienting physicians, colleagues, and administration. Several
colleagues at this work site are enrolled in my Doctorate of nursing practice program and I
introduced them to the role through classroom discussion and presentations. One way to prepare
5. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 5
an organization for a new nursing role is through education. I provided a nursing presentation
titled The Clinical Nurse Leader for the current Masters degree students enrolled in the work site
program which was well received. I realized that in this large medical complex with three major
hospitals in close proximity to one another that I was the only CNL employed in this area.
Although, not for long because one of the major hospitals in this area has recently partnered with
another university to join the CNL initiative (X, personal communication, September, 9, 2009).
Gaining buy in from key stakeholders is one of the most important steps to achieve before
adopting a CNL program. Once a University–stakeholder partnership is achieved the secondary
goal of finding interested student candidates will follow. Stanley (2007) found “Factors that must
be taken into account when considering any potential partnership include such things as the
location, availability, public or private status of potential partners, competition from other
sources for resources, funding, and decision-making processes and philosophy of both parties”
(p. 69). The CNO who agreed to pilot the CNL in a few clinical units shares a nursing
philosophy which is in alignment with the School of Nursing. Now that a partner has accepted
the challenge to pioneer this role it is reasonable to plan the curriculum.
Planning the Curriculum
I contacted the AACN to determine what steps were needed to form a CNL educational
partnership. I contacted Dr. Joan Stanley who is the AACN Senior Director of Education policy
at AACN for guidance and permission to proceed in the development of a CNL program. Dr.
Stanley directed me to the AACN web site to download the CNL toolkit, curriculum framework,
and Whitepaper (J. M. Stanley, personal communication, July 13, 2009). Preparing a CNL
curriculum design requires methodical detailed planning. Educational partners are challenged to
develop a graduate program within the parameters of the AACN guidelines. The AACN (2006b)
6. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 6
curriculum framework outlines detailed academic requirements necessary to fulfill the
competencies for the CNL role. Tailoring the CNL curriculum to meet the AACN guidelines,
and finding faculty to implement this new role requires creative innovative across-the-board
planning. It is a challenge to create a curriculum to meet these imposing standards.The Clinical
nurse leader conceptual framework can serve as a guide when planning the CNL curriculum
(Maag, Bucccheri, Capella, and Jennings, 2006). I met frequently with Dr. X. university faculty
advisor who informed me that several university courses must be built into the curriculum as
they are required core courses. Roche, Demartinis, and Henneman (2009) caution “Programs that
requied mainly existing course work, with a CNL immersion course to integrate all the CNL
competencies, could fall into the trap of merely tweaking an existing program” (p. 103). For this
reason I felt that the curriculum should include core courses which would incorporate all the
elements of the CNL as outlined by AACN. The courses were designed to follow a sequential
pattern of learning building upon each successive course. Young and Paterson (2007) found
“The design of instruction should logically flow from the other major elements of the
curriculum”. Students are required to complete an evidenced based capstone project. Partners can
be instrumental in offering suggestions for capstone projects and the outcomes will be of mutual
benefit to the organization. The clinical immersion experience was planned for the last semester
as it is hoped that the employee will smoothly transition into this role at that time. Planned
seminars will accompany the capstone and clinical immersion to render support and guidance to
students. It is hoped that clinical preceptors will develop bonds with the students and provide
future mentorship as the role evolves. Once the university agrees to proceed with this program
the next step in this process is to design the course syllabus with the entire curriculum team. It is
suggested that the course syllabus include all the essentail curriculum elements of the CNL.
7. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 7
Students will be eligible to take the CNL certification exam at the conclusion of the program if
the capstone, clinical immersion, and core curriculum competencies have been met.
Curriculum design
Curriculum design was developed using the AACN Curriculum framework (AACN, 2006a) .
The goal was to develop a curriculum model which fits the current part time nursing on site
program at the University affliated healthcare center. The reasons to pilot the CNL at a work site
are (a) employer tuition plan, (b) convenient location for partners, (c) convenient class hours for
employees, and (d) ability to transition into existing curriculum. The length of the program
would be sequential part-time study for two years. The GRE would be exempt as in the existing
work site program. This program would provide 30 nursing credits.
The curriculum is designed for students to sequentially complete the courses. A CNL course
is offered every semester with the exception of the Spring semesters. Threading CNL concepts
thoughout each course is suggested to provide opportunities to embrace this role. The practice
immersion and capstone will include seminar face to face meetings throughout these semesters.
Opportunities to prepare for the CNL exam will be interwoven into the courses. The informatics
course is ideal for providing an opportunity to practice the CNL simulation style exam on line.
Threading exams similar to the CNL certification exam throughout this program will help
students to succeed in passing this test.
8. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 8
Curriculum Sample
Fall # 1 NUR 645 (MSN) CNL Core # 1 Introduction to the role & core competencies
*NUR 644 (MSN) Leadership and Professional Development in Nursing
Spring # 1 *NUR 608 (MSN) Concepts for Advanced Practice for the CNL
*NUR 630 (MSN) Research Methods & Evidenced-based Practice
Summer #1 NUR 650 (MSN) Capstone with seminar (100 hours)
Fall # 2 *NUR 612 (MSN) Physiology/Pathophysicology for Advanced Practice
NUR 646 (MSN) CNL Core # 2 Informatics, Global & Health Disparities
Spring # 2 *NUR 613 (MSN) Advanced Health Assessment
NUR 647 (MSN) Healthcare systems Finance, Economics, and Politics
Summer# 2 NUR 649 (MSN) Clinical Immersion with Seminar (300 hours)
*Core courses required for the Masters Education program
Development of a work site CNL program
Developing a work site CNL program requires commitment from the practicing partners to
provide classroom space, job creation, and students. The worksite setting will require
technology to support class lectures as well as possible IT support if equipment malfunctions. In
9. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER 9
addition University faculty must be flexible to teach courses outside of the university setting and
at flexible times. The advantages for a work site CNL program are numerous as this degree is
based on the premise that practice partners benefit with improved patient outcomes, cost savings,
and employee satisfaction. The worksite environment offers opportunities for the partners to
contribute to the educational program tailoring it to address individual institutional needs. The
geographical location for this University work site nursing program provides opportunities to
recruit students from several major healthcare institutions. The university is affiliated with
several of these institutions which can potentially lead to new practice partners. A major benefit
to the work site program is student networking and brainstorming which undoubtedly will
improve patient outcomes. The CNL can lead the way to create a professional nursing think tank
for the practice partner.
Drawbacks
A work site setting may be difficult to attend for students who live and work outside of the
practicing partners’ geographical area. Students may miss out on the university campus
experience. The practicing partner will be expected to offer job placement at the completion of
this program which may cause shifts in staffing. The work site partner may wish to pilot the
program before they officially make a decision to adopt it thus not making a full commitment.
Changes in administration can affect the commitment to this new role. Will the new
administration share the enthusiasm for this clinical practice model? The class size will require at
least twelve to fifteen students per cohort to demonstrate cost effectiveness. Can this particular
work setting accommodate all of these students into CNL positions after graduation? Gabuat,
Hilton, Kinnaird, and Sherman (2008) reported “Designing the curriculum was not as
challenging as planning for the incorporation of a new role into the practice setting” (p. 303). It
10. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER
10
is after graduation that many challenges may arise as students establish this new nursing role.
Additional faculty time and resources are needed to guide the practice partner and students as
they move forward with this initiative.
Challenges for the CNL
As a Clinical nurse leader I have experienced firsthand the challenges faced with introducing
this new role into the healthcare community. In my university setting and amongst my colleagues
the clinical nurse leader was a foreign concept. In my attempts to advocate and describe this role
I was met with opposition. Pioneering the CNL role is challenging at my work site because I am
the only clinical nurse leader. I am not currently working as a CNL in my facility because this
job description does not exist. Creating a new nursing job description for students is essential to
the success of this new role. Healthcare systems facing financial constraints may be reluctant to
add another nursing role. Goudreau (2008) raises strong concerns that CNLs too could be
considered at risk for extinction when fiscal solvency threatens the healthcare institution. Nurses
have been historically oppressed as a professional group (Roberts, 2006). Are healthcare
institutions ready for empowered professional nurse leaders? Roberts (2006) found that
“Freedom comes from rejecting the negative images of one’s own culture and replacing it with a
sense of pride in the group’s characteristics and abilities” (p. 24). The CNL is challenged to be
the change to lead nursing out of oppression.
Conclusion
The Clinical nurse leader partnership provides a clinical ladder for nurses who desire to
remain at the point of care. The CNL benefits all partners as it provides a model for excellence
in patient care. The CNL role is designed to meet current and future health care challenges.
11. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER
11
The AACN offers guidelines, education and support for partners who pilot this new nursing
position. Joint commission and other regulatory agencies have a vested interest in this role as it
promotes safe practice. The CNL is a nurse generalist who can adapt to any clinical setting. The
CNL is complementary to other nursing roles and supports interdisciplinary teamwork. A work
site designed currriculum will benefit the student, university and practice partner.
The university and health care partner mutually contribute to the education of the CNL
student. The work site program offers value to both education and institution as they work
together to meet the demands of a rapidly changing fragmented health care system. Nursing
excellence, creative solutions, safe patient care, cohesive interdisciplianary teams and
empowerment will result. Most importantly CNL leaders redirect nursing focus back to the
patient, family, community, and health care system. The CNL practices the art of nursing whilst
demonstrating core nursing values at the point of care. Caring empowered nurse leaders can help
the nursing profession advance into the 21st century.
12. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER
12
References
American Association of Colleges of Nursing (AACN). (2006a). Update on the Clinical Nurse
Leader. PowerPoint presented at the AACN Spring Annual Meeting, March 2006,
Washington, DC. Retrieved from http://www.aacn.nche.edu/CNL/tkmats.htm
American Association of Colleges of Nursing (AACN), (2006b). Preparing graduates for
practice as a Clinical Nurse Leader draft curriculum framework. Retrieved from
http://www.aacn.nche.edu/CNL/pdf/currlefrmwk.pdf
American Association of Colleges of Nursing (AACN). (2007). White paper on the education
and role of the Clinical Nurse Leader. Retrieved from
http://www.aacn.nche.edu/Publications/Whitepapers/CNL2-07.pdf
American Association of Colleges of Nursing Clinical Nurse Leader Tool Kit Retrieved from
http://www.aacn.nche.edu/CNL/tkmats.htm
Gabuat, J., Hilton, N., Kinnaird, L. S., & Sherman, R. O. (2008). Implementing the clinical
nurse leader role for-profit environment. The Journal of Nursing Administration, 38(6),
302-307.
13. Running head: PREPARING THE WAY FOR THE CLINICAL NURSE LEADER
13
Goudreau, K. A. (2008). Confusion, concern, or complimentary function: The overlapping roles
Of the clinical nurse specialist and the clinical nurse leader. Nursing Administration
Quarterly, 32(4), 301-307.
Harris, J. L., & Roussel, L. (2010). Initiating and sustaining the clinical nurse leader role, A
practical guide. Sudbury, MA: Jones and Bartlett.
Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia, PA:
Lippincott Williams & Wilkins.
Maag, M. M., Buccheri, R., Capella, E., & Jennings, D. L. (2006). A conceptual framework for
a clinical nurse leader program. Journal of Professional Nursing, 22(6), 367-372.
Roberts, S. J. (2006). Oppressed group behavior and nursing. In Andrist, L. C., Nicholas, P. K.,
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Sudbury, MA: Jones and Bartlett.
Roche, J., Demartinis, J., & Henneman, E. A. (2009). The clinical nurse leader (CNL) core. In
Fitzpatrick, J. J., & Wallace, M. (Eds.). The Doctor of Nursing Practice and Clinical
Nurse Leader (p. 103). New York: Springer.
Sherman, R. O. (2008). Factors influencing organizational participation in the clinical nurse
Leader project. Nursing Economics, 26(4), 236-249.
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Stanley, J. M., Hoiting, T., Burton, D., Harris, J., & Norman, L. (2007). Implementing
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