collaboration between services and education


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  • good pm Fatma Essam, would u mind if i use your powerpoint presentation in my discussion in my MA ? thnx.. is my email add,,thnx
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collaboration between services and education

  1. 1. objectives End of the lecture each student will be able to : Define collaboration List effects or importance of collaboration Describe different types of collaboration Explain different models of collaboration
  2. 2. Out lines Introduction Meaning of collaboration Definition of collaboration Effect or importance of collaboration Types of collaboration : 1. Interdisciplinary 2. Multidisciplinary 3. Trans-disciplinary 4. Inter-professional disciplinary  models of collaboration between education and services : Six model for collaboration between nursing education and services
  3. 3. INTRODUCTION  The nursing profession is faced with increasingly complex health care issues driven by technological and medical advancements, an ageing population, increased numbers of people living with chronic disease, and increased costs of health care services  Collaborative partnerships between educational institutions and service agencies have been viewed as one way to provide research which ensures an evolving health-care system with comprehensive and coordinated services that are evidence-based, cost effective and improve health-care outcomes.
  4. 4. Cont’’  Considerable progress has been made in nursing over the past several decades, especially in the area of education.  Countries have either developed new, strengthened and re-oriented the existing nursing educational programmes in order to ensure that the graduates have the essential competence to make effective contributions in improving people’s health and quality of life
  5. 5. MEANING The roots of the word collaboration, namely co-, and elaborate, combine in Latin to mean “work together.” That means the interaction among two or more individuals, which can encompass a variety of actions such as communication, Information sharing, coordination, cooperation, problem solving, and negotiation.
  6. 6. Cont’’ Teamwork and collaboration are often used synonymously. The collaborative process involves a synthesis of different perspectives to better understand complex problems. An effective collaboration is characterized by building and sustaining “win-win-win ” relationships.
  7. 7. DEFINITION is a process by which members of various disciplines (or agencies) share their expertise to accomplishing a common goal. Accomplishing this goals requires these individuals to understand and appreciate what they are contribute to the whole”
  8. 8. Cont’’ definition  "Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort (Hoard, 1986).  Mattessich, Murray and Monsey (2001) ,,,,, define collaboration as '... a mutually beneficial and well-defined relation ship entered into by two or more organizations to achieve common goal .
  9. 9. Effects of Collaboration (Abramson & Mizrahi 1996). Improved patient outcomes Reduced length of stay Cost savings Increased nursing job satisfaction and retention Improved teamwork
  10. 10. TYPES OF COLLABORATION  Interdisciplinary: is the term used to indicate the combining of two or more disciplines, professions, departments, integrated for one plan formulation usually in regard to practice, research education, and/or theory.  Multidisciplinary : refers to independent work and decision making, such as when disciplines work side-by- side on a problem.
  11. 11. Cont’’  Tran disciplinary : Efforts involve multiple disciplines sharing together their knowledge and skills across traditional disciplinary boundaries in accomplishing tasks or goals  Inter professional collaboration : Interactions of two or more disciplines involving professionals who work together, with intention, mutual respect, And commitments for the sake of a more adequate response to a human problem
  12. 12. NEED FOR COLLBORATION Increasing gap between nursing education and nursing service. Graduate nurses often lack practical skills despite their significant knowledge of nursing process and theory. Clearly, a partnership between nursing educators and hospital nursing personnel is essential to meet this challenge
  13. 13. MODELS OF COLLABORATION Preceptor-ship model Mentorship model Lecturer practitioner model Research joint appointment Clinical school of nursing model  Collaborative Clinical Education model
  14. 14. Preceptor Ship Model  A preceptor is teacher or instructor with special training and he can provide practical training to an intern or staff .  the best preceptor like to teach and they will volunteer for the role rather than wait to be assigned
  15. 15. Responsibilities of the preceptor Provide an orientation for the students and  review agency guidelines with students, especially those that will impact the student experience directly. Help student feel a sense of belonging in the agency  Provide opportunities for the student to participate in important agency functions such as meetings, outreach events, etc. as appropriate.
  16. 16. Cont’’ Be aware of the student’s learning goals so that he can help structure experiences that will help the student meet goals. Give honest, constructive feedback to the student and faculty supervisor as needed. Meet with student at frequent, regular intervals to provide feedback, evaluate progress and resolve problems.  Remember what may seem basic or easy for the preceptor may not be basic or simple to the student
  17. 17. Mentor ship Model  Mentoring is : A developmental relationship in which a more experienced person helps a less experienced person .. The Value of Mentoring: Mentoring provides Retention by means of a personal relationship Staff development and career guidance Job satisfaction, and a healthy workplace environment
  18. 18. Roles of mentors  Teacher ( educational expertise ) Guider Counselor ( practical expertise ) Advisor
  19. 19. Mentors vs. Preceptors Older than learner Possesses wisdom and experience Career networking Facilitator Guide Advisor Role model  Willing to teach and learn skills  Expertise  Competent practitioner  Teaching and support  Orientation and socialization  Role model
  20. 20. Mentors v. Preceptors MENTOR  Chosen  May have no formal preparation  Share Life, education, work experience  Type of relationship: close, personal friendship  Not an evaluator PRECEPTOR  Selected  Assigned to learner  Prepared for role  Competent practitioner  Support needed from peers, educators, manager  Functional not intimate relationship  May evaluate
  21. 21. Mentor v. Preceptor Learner Outcomes MENTOR  Self-actualization  Guide to establish own place in the profession  Enhanced problem- solving  Personal satisfaction in sharing knowledge PRECEPTOR  Bridge theory to practice gap.  Achievement of planned learning outcomes  Skills & knowledge  Anxiety reduction
  22. 22. Lecturer practitioner Model Each clinical placement have to have named lecturer / practitioner or clinical educator who will assist in the organization ,facilitation and supervision of the clinical learning experience through out the entire programs.
  23. 23. Role of lecturer practitioner  promote active discussion within the clinical setting to encourage understanding Work with clinical staff to identify alternative means to gain relevant experiences Play an active role in over all assessment to help student achieves the required learning out come
  24. 24. Research Joint Appointments  Is a formalized agreement between two institutions where an individual holds a position in each institution and carries out specific and defined responsibilities”.  The goal of this approach is to use the implementation of research findings as a basis for improving critical thinking and clinical decision-making of nurses  In this arrangement the researcher is a faculty member at the educational institution with credibility in conducting research and with an interest in developing a research programs in the clinical setting
  25. 25. Cont’’ The Director of Nursing Research, provides education regarding research and assists with the conduct of Research in the practice setting.  She/he also lecturer or supervisor in the educational institution. A formal agreement exists within the two organizations regarding specific responsibilities and the percentage of time allocated between each Salary and benefits are shared between the two organizations.
  26. 26. CLINICAL SCHOOL OF NURSING MODEL The concept of a Clinical School of Nursing is one that Encompasses the highest level of academic and clinical nursing research and education. The development of the Clinical School offers benefits to both hospital and university.
  27. 27. Cont’’  It brings academic staff to the hospital, with opportunities for exchange of ideas with clinical nurses with increased opportunities for clinical nursing research.  It has a fundamental importance and close link between the theory and practice of nursing at all levels
  28. 28. Collaborative Clinical Education model  In an effort to improve the quality of new graduate transition, Epworth Hospital and Deakin University ran a collaborative project (2003) funded by the National Safety and Quality Council to improve the support base for new graduates while managing the quality of patient care delivery.  The Collaborative Clinical Education Epworth Deakin (CCED) model developed to facilitate  clinical learning,  promote clinical scholarship and  build nurse workforce capability.
  29. 29. Students Coached By Clinicians Nursing Education Supported By Clinical Facilitators Clinical Facilitators are supported by Hospital and University
  30. 30. example  Undergraduate nursing students attending lectures at Deakin University in the traditional manner but completing all tutorials, clinical learning , laboratories and clinical placements at Epworth Hospital throughout their three year course.  Tutorials , laboratories and clinical placements are conducted by Epworth clinicians who are prepared and supported by Deakin School of Nursing faculty.  These clinicians also support the student-preceptor relationship in the clinical learning component of the curriculum.
  31. 31. Conclusion All the models pursue collaboration as a means of developing trust, recognizing the equal value of stakeholders and bringing mutual benefit to both partners in order to promote high quality research, continued professional education and quality health care. Application of these models can reduce the perceived gap between education and service in nursing , also can help in the development of competent and efficient nurses for the betterment of nursing profession.