This document discusses several models of collaboration between nursing education and service that have been developed, including:
1. The Practice-Research Model (PRM) which is a collaborative partnership between an Australian hospital and university to enhance nursing research and knowledge.
2. The Collaborative Clinical Education Epworth Deakin (CCEED) model which is a partnership in Australia between a university, hospital, and health service to provide clinical education for nursing students.
3. Additional models discussed include the Dedicated Education Unit Clinical Teaching Model, Clinical Chair/Joint Appointment models, and the Clinical School of Nursing model. The models aim to better integrate nursing education, practice, and research through collaboration between academic
This document discusses shared governance in healthcare. Shared governance is a management model that empowers all members of a healthcare organization to have a voice in decision-making through shared leadership and participative decision making. It traces the evolution of shared governance from concepts in ancient Greek philosophy to its adoption in healthcare in the late 1970s. The principles and benefits of shared governance for nurses include increased job satisfaction, nurse retention, and improved patient outcomes. Barriers to implementing shared governance include perceived loss of power by managers and difficulty finding time for staff participation. Successful shared governance requires leadership support, structural changes, and reinforcing new processes of interaction.
This document discusses shared governance in nursing. It defines shared governance as a model that allows for decentralized decision-making and increased empowerment. It moves from a traditional hierarchical structure to a relational partnership model. Key aspects of shared governance include responsibility, accountability, and authority. It also discusses principles like partnership, equity, accountability, and ownership. Implementation of shared governance takes 3-5 years and reflects a cultural change. There are different models of shared governance structures. While it has advantages like increased satisfaction and autonomy, it also has challenges to implement.
Shared governance is a nursing practice model that aims to improve patient outcomes through shared decision making. It is based on four principles: partnership, equity, accountability, and ownership. Under shared governance, bedside nurses and nurse leaders collaborate on decisions regarding resources, research, equipment, and staffing. Three common models of shared governance are the councilor, administrative, and congressional models. Implementing shared governance successfully requires structural changes, reinforcing new behaviors, and transformational leadership from nurse managers. When done correctly, shared governance can increase job satisfaction, retention, and patient satisfaction while reducing costs.
This document summarizes a study that explored how midwives used an online discussion forum to function as knowledge workers. The study found that given a user-friendly online system to communicate across their practice, midwives were able to critically reflect on their practice, translate knowledge into actions to improve practice, and exemplify the characteristics of knowledge workers. Participation in the forum occurred across all staff grades and midwives were generally supportive of each other's contributions. The deployment of online technologies can help healthcare professionals interact as knowledge workers and strengthen communities of practice, which is important for health systems.
Nurse shared governance is a model of nursing practice that empowers nurses and incorporates their input in organizational decision making. It was initially introduced 20 years ago and makes all healthcare staff feel invested in the organization's success. Shared governance benefits direct-care nurses by supporting their quality practice and participation in policy and budget decisions. It also enhances nurse retention and job satisfaction. The model has roots in philosophies of several influential historical figures and adapted into healthcare in the late 1970s. There are different shared governance models but they generally decentralize decision making and give nurses accountability for issues relating to their practice.
This PowerPoint presentation is about Achieving Nursing Excellence thru Shared Governance. This is a partial requirement for PhD in Nursing class for the subject of Governance in Health Care Practice under Philippine Women's University, Philippines.
Shared governance is a model of participatory decision making that organizes nurses to make decisions about clinical standards, quality improvement, professional development, and research. It involves collaboration between nurses, managers, and other healthcare professionals to improve staff satisfaction, productivity, and patient outcomes. Shared governance requires significant changes to organizational culture and leadership, shifting from a traditional hierarchical structure to a relational partnership model. It benefits organizations through improved financial performance and patient care, as well as nurses through increased autonomy, job satisfaction, and retention. While implementation presents challenges like increased stress, shared governance models have been shown to empower nurses and enhance healthcare delivery when properly established.
The document examines literature on interdisciplinary education and teamwork in healthcare. It finds that as patient care becomes more complex, there is both an increase in medical specialization but also a need for collaboration between specialists. Healthcare teams with members from different professions can address this need by working closely together. However, the medical education system provides limited opportunities for interdisciplinary training to teach professionals how to function effectively on these teams. While team-based models of care show promise, many questions remain about how to best educate healthcare professionals for this approach.
Complementary Professions? Occupational Therapy and Occupational Health in t...
The document discusses the potential for collaboration between occupational therapy and occupational health professionals in the emergency services sector. It describes a 10-week placement that an occupational therapist completed in the Hampshire Fire & Rescue Service where they undertook projects in ergonomics, restricted duties frameworks, and work injury prevention. It compares the traditional medical-focused model of occupational health to the more client-centered approach of occupational therapy. It also outlines challenges to collaboration between the professions and strategies for overcoming them, including maintaining clear communication and boundaries.
Shared Governance: Empowering and Creating Competent and Committed Nurses ConnieVendicacion
This presentation is uploaded for information purposes and as a partial requirement of Philippine Women's University in Ph.D. class; Subject: Governance in Health Care Practice.
This document discusses shared governance in nursing. It provides background on shared governance, explaining that it is an organizational strategy that allows nurses greater professional autonomy and involvement in decisions that affect their practice. Shared governance aims to create partnerships between nurses and organizations through principles of equity, accountability, and ownership. The document outlines some advantages of shared governance, such as improved patient outcomes, better nurse satisfaction, and increased professional autonomy and accountability. It also notes some potential disadvantages, such as slowing decision-making. The document provides guidance on implementing shared governance through actions like educating staff and including them in council development.
This document discusses shared governance in healthcare. Shared governance is a management model that empowers all members of a healthcare organization to have a voice in decision-making through shared leadership and participative decision making. It traces the evolution of shared governance from concepts in ancient Greek philosophy to its adoption in healthcare in the late 1970s. The principles and benefits of shared governance for nurses include increased job satisfaction, nurse retention, and improved patient outcomes. Barriers to implementing shared governance include perceived loss of power by managers and difficulty finding time for staff participation. Successful shared governance requires leadership support, structural changes, and reinforcing new processes of interaction.
This document discusses shared governance in nursing. It defines shared governance as a model that allows for decentralized decision-making and increased empowerment. It moves from a traditional hierarchical structure to a relational partnership model. Key aspects of shared governance include responsibility, accountability, and authority. It also discusses principles like partnership, equity, accountability, and ownership. Implementation of shared governance takes 3-5 years and reflects a cultural change. There are different models of shared governance structures. While it has advantages like increased satisfaction and autonomy, it also has challenges to implement.
Shared governance is a nursing practice model that aims to improve patient outcomes through shared decision making. It is based on four principles: partnership, equity, accountability, and ownership. Under shared governance, bedside nurses and nurse leaders collaborate on decisions regarding resources, research, equipment, and staffing. Three common models of shared governance are the councilor, administrative, and congressional models. Implementing shared governance successfully requires structural changes, reinforcing new behaviors, and transformational leadership from nurse managers. When done correctly, shared governance can increase job satisfaction, retention, and patient satisfaction while reducing costs.
This document summarizes a study that explored how midwives used an online discussion forum to function as knowledge workers. The study found that given a user-friendly online system to communicate across their practice, midwives were able to critically reflect on their practice, translate knowledge into actions to improve practice, and exemplify the characteristics of knowledge workers. Participation in the forum occurred across all staff grades and midwives were generally supportive of each other's contributions. The deployment of online technologies can help healthcare professionals interact as knowledge workers and strengthen communities of practice, which is important for health systems.
Nurse shared governance is a model of nursing practice that empowers nurses and incorporates their input in organizational decision making. It was initially introduced 20 years ago and makes all healthcare staff feel invested in the organization's success. Shared governance benefits direct-care nurses by supporting their quality practice and participation in policy and budget decisions. It also enhances nurse retention and job satisfaction. The model has roots in philosophies of several influential historical figures and adapted into healthcare in the late 1970s. There are different shared governance models but they generally decentralize decision making and give nurses accountability for issues relating to their practice.
This PowerPoint presentation is about Achieving Nursing Excellence thru Shared Governance. This is a partial requirement for PhD in Nursing class for the subject of Governance in Health Care Practice under Philippine Women's University, Philippines.
Shared governance is a model of participatory decision making that organizes nurses to make decisions about clinical standards, quality improvement, professional development, and research. It involves collaboration between nurses, managers, and other healthcare professionals to improve staff satisfaction, productivity, and patient outcomes. Shared governance requires significant changes to organizational culture and leadership, shifting from a traditional hierarchical structure to a relational partnership model. It benefits organizations through improved financial performance and patient care, as well as nurses through increased autonomy, job satisfaction, and retention. While implementation presents challenges like increased stress, shared governance models have been shown to empower nurses and enhance healthcare delivery when properly established.
The document examines literature on interdisciplinary education and teamwork in healthcare. It finds that as patient care becomes more complex, there is both an increase in medical specialization but also a need for collaboration between specialists. Healthcare teams with members from different professions can address this need by working closely together. However, the medical education system provides limited opportunities for interdisciplinary training to teach professionals how to function effectively on these teams. While team-based models of care show promise, many questions remain about how to best educate healthcare professionals for this approach.
The document discusses the potential for collaboration between occupational therapy and occupational health professionals in the emergency services sector. It describes a 10-week placement that an occupational therapist completed in the Hampshire Fire & Rescue Service where they undertook projects in ergonomics, restricted duties frameworks, and work injury prevention. It compares the traditional medical-focused model of occupational health to the more client-centered approach of occupational therapy. It also outlines challenges to collaboration between the professions and strategies for overcoming them, including maintaining clear communication and boundaries.
This document describes a theory-based continuing interprofessional education (CIPE) program designed to improve sepsis care through enhanced healthcare team collaboration. The program involved three activities over six months that applied social identity theory, reflective and experiential learning theory, and communities of practice theory. Evaluation results found the program positively changed provider perceptions of team-based care and increased commitment to collaborative behaviors. Participants demonstrated a greater appreciation of other roles in sepsis care.
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.
The document discusses shared governance in healthcare. It defines shared governance as a model where decision making power is shared between management, physicians, and nurses. This aims to empower nurses and improve the work environment. Under shared governance, councils are formed to make decisions related to areas like clinical practice, quality, education, research, and management. Barriers to implementing shared governance include resistance from managers accustomed to autocratic decision making and the significant long-term commitment required.
This chapter discusses interprofessional communication skills labs which involve small groups of interprofessional students assessing a standardized patient. These labs aim to improve collaboration and quality of care by having students learn with, from, and about each other. They follow principles of adult learning and involve students taking on roles to practice critical thinking, group participation, and professional conduct while receiving feedback. While complex, communication skills labs provide an opportunity for healthcare students to collaborate and build skills needed to deliver high quality, interprofessional 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.
The document provides an overview of Joanne Duffy's Quality Caring Model. It discusses Duffy's background, education, and career achievements. It then outlines the key concepts of the revised Quality Caring Model, including that humans exist in relationships, relationship-centered professional encounters, feeling cared for, and self-caring. The assumptions and propositions of the model are presented. The caring factors and relationships are explained, including with self, patients/families, healthcare team, and communities. The application and critique of the Quality Caring Model are also summarized.
This document discusses the application of borrowed theories in nursing. It begins by defining borrowed theory as using relevant concepts from other fields to improve nursing services. The document then analyzes Bandura's social cognitive theory and how it can help address staffing problems in healthcare. Specifically, the social cognitive theory focuses on personal and environmental factors that influence behaviors. Applying this theory allows managers to recognize workload issues and distribute staff more effectively to improve patient safety. Overall, the document argues that borrowing theories from other disciplines can help nurses gain new skills and perspectives to better serve patients.
This study investigated the relationship between decision making and staff commitment at the School of Finance and Banking in Kigali, Rwanda. A survey of 78 staff found a weak but significant positive correlation between participatory decision making and staff commitment. When employees are involved in the decision making process, they are more likely to be committed to the organization. The study aimed to address the gap in understanding how leadership practices like participatory decision making influence staff commitment levels at the school.
The document discusses the effects of hospitalization on children of different ages. It covers the meaning of illness and hospitalization to infants, toddlers, preschoolers, school-aged children, and adolescents. It also discusses preparing the ill child and family for hospitalization, including preparing children of different ages and cultural backgrounds. The effects of hospitalization can include increased stress and negative reactions, though supportive practices from family and nurses can help lessen these impacts. Individual risk factors like separation anxiety, prior experiences, and parental anxiety can influence a child's response to being hospitalized.
This document discusses crisis and nursing intervention for hospitalized children. It begins with definitions of crisis and crisis intervention. It then discusses types of crises including maturational, situational, and adventitious crises. Crisis theory is explained, outlining the work of Erich Lindemann and Gerald Caplan. Four phases of the crisis process are defined. The document then focuses on hospitalized children, discussing functions of hospitalization, principles of hospitalization, modern concepts, visiting policies, rooming-in, care by parent units, parent support groups, and encouraging self-care. Reactions to hospitalization for different age groups are examined, along with preparation for hospitalization, guidelines for admission, and stressors and implications
Here are some key points about administering analgesics to children:
- Use the least invasive route when possible, such as oral or topical. Reserve IV or IM for when other routes aren't effective.
- Start with low doses and titrate up slowly based on response. Children's tolerance for medications can vary greatly.
- Monitor for side effects like respiratory depression, nausea, itching, constipation. Be prepared to treat side effects.
- Involve parents in the process when possible. Their presence can help reduce a child's anxiety.
- Explain the procedure in simple, age-appropriate terms. Address any fears or questions from the child.
- Stay with the child and provide comfort/
This document provides information on caring for hospitalized children. It discusses the stressors children face during hospitalization, including separation from parents, loss of control, and fear of injury. It outlines the developmental stages of separation anxiety and interventions to support children and their families. These include minimizing separation, creating a child-friendly environment, preparing children for procedures, providing age-appropriate explanations, assessing and treating pain, and using play and distraction. The document emphasizes the importance of involving parents, explaining hospital routines, and respecting the child's needs, autonomy, and bill of rights while hospitalized.
This document discusses family-centered care in healthcare. It describes family-centered care as providing a framework where all aspects of care and the care environment are designed around the needs of the family. The goals are to maintain or strengthen the family's role and ties with the hospitalized child. The benefits outlined include minimizing separation anxiety, increasing security for the child, and helping parents feel useful. Various implementation strategies are suggested, such as allowing parents to participate in physical care, having flexible visiting policies, and encouraging family participation in medical rounds.
The pediatric nurse's role is complex and varied, encompassing health promotion, disease treatment, and rehabilitation. Key responsibilities include primary caregiving, coordinating care with other providers, advocating for patients, providing health education, consulting, counseling, case management, recreation activities, social work functions, and participating in research. The overarching goals are to promote children's healthy development, provide medical care for illnesses, and assist with disabilities.
1. Hospitalization can cause psychological stress for children due to separation from parents, loss of control, fear of the unfamiliar environment, and medical procedures.
2. A child's reaction depends on their developmental age, past experiences, coping skills, and support system. Younger children may experience protest, despair or detachment due to separation anxiety.
3. The nurse's role is to minimize the child's distress during hospitalization by preparing them and their family, addressing developmental needs, providing comfort, and engaging them in play and normal activities.
This document provides an overview of hospitalization from several perspectives. It defines hospitalization and describes the phases a child may go through during hospitalization. It identifies common stressors for children of different ages related to hospitalization. It also outlines the typical reactions of children and families to hospitalization and guidelines for preparing children, units, and families for the hospitalization process. Finally, it discusses the nursing role in addressing the stressors of hospitalization and preparing for discharge and home care.
This document outlines stressors children experience during hospitalization and methods for providing atraumatic care. The three main stressors are separation anxiety, loss of control, and fear of bodily injury/pain. Atraumatic care aims to minimize these stressors through preventing separation from family, promoting a sense of control, and properly managing pain. Assessment tools like the Oucher scale help caregivers understand and address a child's pain. Play is also recommended to help reduce stress.
Current principles, practices and trends in pediatricGnana Jyothi
Evolution of pediatrics, Pediatrics in India, Evolution of Pediatric Nursing in relationship to Child health, Historical background on the care of the child, Factors influencing the care of the child.........
Stress & reactions related to developmental stagesGnana Jyothi
This document discusses stress and reactions related to developmental stages and play activities for hospitalized children. It begins by defining stress, stressors, and illness. It then discusses the stressors of hospitalization and how a child's reaction depends on their developmental level. Specific stressors include separation from parents, loss of control, and physical harm. The document outlines expected behaviors for infants, toddlers, preschoolers, school-aged children, adolescents, and parents based on their developmental needs. These include crying, temper tantrums, withdrawal, and dependence. The role of nurses is to help children and families cope with stress through minimizing separation, preparation, explanations, and play. Suggested play activities are diversional activities, toys
Hospitalization can negatively impact children and their parents psychologically and emotionally. For children, being separated from parents and in a strange environment can cause fear, anxiety, and stress. Parents also experience anxiety, guilt, and feelings of inadequacy when their child is hospitalized. Pediatric nurses can help minimize these impacts by encouraging parental participation in childcare, preparing children for procedures, and promoting self-care, play, and socialization for the child during their hospital stay. With a supportive approach, hospitalization can also have benefits like receiving treatment, preventing disease spread, and providing psychological support.
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.
Describes the major stressors in child's life, and their reactions to them,reaction to bodily injury and pain, reaction of child to illness, pain, separation and treatment, reaction of parents, siblings and role of nurse to sase them.
Nursing theory provides a framework to organize nursing knowledge and explain phenomena in nursing practice. Theories are composed of concepts and propositions, and can be classified based on their scope, purpose, and philosophical underpinnings. Historically, nursing relied on theories from other disciplines but has increasingly developed its own theories over the past century. Key developments include Nightingale's Environmental Theory in 1860, Henderson's Definition of Nursing in 1955, and theories by Rogers, Orem, Roy, and Watson from the 1970s onward. Nursing theory continues to evolve as the profession seeks consensus on its conceptual foundations.
This document outlines key topics related to nursing theory including definitions, historical perspectives, terminology used in theory development, types of nursing theories, a framework for analyzing theories, and the significance of nursing theories. It discusses nursing as both a discipline and a profession. Nursing theories are important as they provide frameworks to structure curriculum and guide nursing practice. Theories also contribute to the development of nursing science and help establish nursing as a true profession. Major nursing theorists like Nightingale, Henderson, Abdellah, and Orem are also briefly discussed.
The CIPP evaluation model was created by Daniel Stufflebeam to systematically guide evaluators and stakeholders in assessing educational programming at the start, during implementation, and end of a project. It examines the context, inputs, processes, and products of a program to improve accountability and learning. The model seeks to determine needs, resources, implementation, and outcomes to measure if the program's goals were achieved and participants' needs met.
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
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 discusses collaboration in nursing. It begins by introducing some of the complex health issues faced by the nursing profession that require collaboration. These include increased chronic illness and an aging population. The document then defines collaboration and discusses its benefits, such as improved patient outcomes. Several types of collaboration are described, including interdisciplinary, multidisciplinary, transdisciplinary, and interprofessional collaboration. Key competencies for nurses to be effective collaborators are communication skills, mutual respect, and decision making. Principles of successful collaboration include defined responsibilities, mutual accountability, and respect among partners. The conclusion states the healthcare system is moving toward more collaborative efforts where providers and clients partner in care.
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.
collaboration between services and education Tota Essam
The document discusses various models of collaboration between nursing education and services. It defines collaboration and describes its importance, types including interdisciplinary, multidisciplinary, transdisciplinary and interprofessional, and models like preceptorship, mentorship, lecturer practitioner, research joint appointment, clinical school of nursing, and collaborative clinical education. The collaborative clinical education model facilitates clinical learning, clinical scholarship, and builds nursing workforce capabilities by having students coached in clinical placements by hospital clinicians supported by university clinical facilitators.
Shared governance is a leadership model that promotes partnership between managers and staff in decision making through structures like councils and committees. Implementing shared governance involves five steps: understanding proven approaches, identifying improvement opportunities, empowering stakeholders, accelerating implementation, and evaluating outcomes. Shared governance leads to improved patient and staff outcomes like lower infection rates and higher job satisfaction by engaging staff. Nursing shared governance specifically refers to shared decision making between nurses and leaders over areas like staffing and new equipment. It provides benefits like improved patient outcomes and nurse satisfaction.
Chapter 13CollaborationThe American Nurses Association (ANA) d.docxbartholomeocoombs
Chapter 13
Collaboration
The American Nurses Association (ANA) defines collaboration as “recognition of the expertise of others within and outside the profession, and referral to those other providers when appropriate. Collaboration involves some shared functions and a common focus on the same overall mission” (2010b, p. 40). This is a critical competency required to practice in any healthcare setting today or to participate in any aspect of healthcare delivery—critical for effective patient-centered, quality care. The increased emphasis on using interprofessional teams to meet the patient’s needs across the continuum of care requires collaboration. Team members and different healthcare providers must be able to work together; recognize strengths and limitations; respect individual responsibilities and expertise; and maintain open, effective communication.
Nurses who have long worked on teams should be familiar with teamwork. Despite this, there continues to be a separation between physicians and nurses, who often work in silos. Nurses and physicians need to work together to ensure that the patient receives the care that is required when it is required. Collaboration involves cooperative effort among all healthcare providers offering care for a patient. This will result in more effective decision making with healthcare professionals working together to accomplish identified outcomes. This is not easy to do. There are professional issues, territory issues, conflicting goals, inadequate communication, and multiple differences; however, despite all of this, effective and efficient care requires collaboration. The system is just too complex to function well without collaboration. The nurse is often the person who must lead the effort to ensure collaboration occurs.
Key Definitions Related to Collaboration
Collaboration is a cooperative effort that focuses on a win-win strategy. To collaborate effectively, each individual needs to recognize the perspective of others who are involved and eventually reach a consensus of a common goal(s). The ANA notes that collaboration involves recognition of expertise and some shared functions (2010a, 2010b). The ANA’s Nursing: Scope and Standards of Practice(2010b) and the Nursing Administration Scope and Standards of Practice (2009) also identify the need for collaboration, emphasizing that all nurses are expected to collaborate. The American Organization of Nurse Executives (AONE) also includes the need for collaboration in its descriptions of leadership competencies, as described in Appendix A.
Key concepts related to collaboration are partnership, interdependence, and collective ownership and responsibility. Considering these concepts helps in understanding the impact of collaboration. Collaboration is also a process. It is not stagnant but rather changes, which requires staff to make adjustments to collaborate with others as situations change. The American Association of Critical-Care Nurses’ nurse competenc.
Chapter 13
Improving Teamwork: Collaboration, Coordination, and Conflict Resolution
Collaboration
The American Nurses Association (ANA) defines collaboration as “recognition of the expertise of others within and outside the profession, and referral to those other providers when appropriate. Collaboration involves some shared functions and a common focus on the same overall mission” (2010b, p. 40). This is a critical competency required to practice in any healthcare setting today or to participate in any aspect of healthcare delivery—critical for effective patient-centered, quality care. The increased emphasis on using interprofessional teams to meet the patient’s needs across the continuum of care requires collaboration. Team members and different healthcare providers must be able to work together; recognize strengths and limitations; respect individual responsibilities and expertise; and maintain open, effective communication.
Nurses who have long worked on teams should be familiar with teamwork. Despite this, there continues to be a separation between physicians and nurses, who often work in silos. Nurses and physicians need to work together to ensure that the patient receives the care that is required when it is required. Collaboration involves cooperative effort among all healthcare providers offering care for a patient. This will result in more effective decision making with healthcare professionals working together to accomplish identified outcomes. This is not easy to do. There are professional issues, territory issues, conflicting goals, inadequate communication, and multiple differences; however, despite all of this, effective and efficient care requires collaboration. The system is just too complex to function well without collaboration. The nurse is often the person who must lead the effort to ensure collaboration occurs.
Key Definitions Related to Collaboration
Collaboration is a cooperative effort that focuses on a win-win strategy. To collaborate effectively, each individual needs to recognize the perspective of others who are involved and eventually reach a consensus of a common goal(s). The ANA notes that collaboration involves recognition of expertise and some shared functions (2010a, 2010b). The ANA’s Nursing: Scope and Standards of Practice (2010b) and the Nursing Administration Scope and Standards of Practice (2009) also identify the need for collaboration, emphasizing that all nurses are expected to collaborate. The American Organization of Nurse Executives (AONE) also includes the need for collaboration in its descriptions of leadership competencies, as described in Appendix A.
Key concepts related to collaboration are partnership, interdependence, and collective ownership and responsibility. Considering these concepts helps in understanding the impact of collaboration. Collaboration is also a process. It is not stagnant but rather changes, which requires staff to make adjustments to collaborate with others as sit ...
Discuss the importance of inter-professional collaboration. (Updated 2023).docxintel-writers.com
Inter-professional collaboration
is the process of professionals from different disciplines working together to achieve common goals and improve outcomes for individuals or communities.
It plays a crucial role in promoting effective and comprehensive healthcare delivery and has several important benefits:
1. Enhanced Patient-Centered Care: Inter-professional collaboration places the patient at the center of care by fostering a holistic approach that considers the various aspects of their health and well-being. When professionals from different disciplines collaborate, they bring their unique expertise and perspectives to develop a comprehensive care plan that addresses the diverse needs of the patient. This collaborative approach leads to better health outcomes, improved patient satisfaction, and increased adherence to treatment plans.
2. Improved Communication and Information Sharing: Collaboration among professionals facilitates effective communication and information sharing. By working together, professionals can exchange knowledge, share relevant patient information, and ensure seamless transitions of care. This reduces the risk of miscommunication, duplication of efforts, and medical errors. Clear and consistent communication enhances patient safety, improves care coordination, and enables better decision-making.
3. Comprehensive and Integrated Care: Inter-professional collaboration enables the integration of various healthcare services, including medical, nursing, pharmacy, social work, and other disciplines. This comprehensive approach addresses not only the physical health needs of the patient but also their psychological, social, and emotional well-being. Collaborative teams can develop care plans that encompass preventive care, chronic disease management, rehabilitation, and support services, resulting in more effective and efficient healthcare delivery.
This document discusses implementing the Quality-Caring Model in acute care settings to improve patient outcomes through strengthening nurse-patient relationships. It provides an overview of the model and outlines key steps to successful implementation, including gaining leadership buy-in, appointing a responsible party, piloting the model in select departments, and ongoing evaluation. While resource-intensive, the model may increase patient and nurse satisfaction and decrease adverse outcomes by encouraging nurses to spend more time caring for patients in a holistic manner.
At the end of this presentation, the readers will be able to:
Define what is shared governance
Concepts of shared governance in nursing
History of shared governance
Contributing factors towards shared governance
Action towards shared governance
Growing needs in shared governance for collaboration, engagement in HealthCare Practices
Governance Models
Appreciate shared governance
Implementation of shared governance
Which translation model provides a framework for practice change.docxharold7fisher61282
Which translation model provides a framework for practice change?
The transitional model I would use for implementation would be the Havelock’s model. Havelock’s translation model provides a framework for practice change. From personal experience, the idea of change is often greeted with resistance due to the challenges that accompany it. It is easier to remain glued to our conservative norm than embrace innovative approaches.
Havelock improved on Lewin’s
change model
and created a systematic process for the implementation of innovation in the work culture stating that
change
encompasses a series of cyclical actions
that are
repeated as
progress is being realized, and added that the agent of change must be alert and attentive towards the steps of the process
(White & Dudley-Brown, 2012). Havelock’s theory lends us a simple six step sequential strategy that guides the team into embracing an innovation. The steps are as follows:
1. The establishment of a relationship with the interprofessional team and stakeholders
2. The establishment of a diagnosis related to the need for change
3. Acquisition of the vital resources
4. Selecting of the applicable and suitable strategy
5. Acceptance and adaptation of the selected solution
6. Providing guidance towards self-renewal or the power to change
In reiterating the points mentioned above, the initial approach is the establishment of a relationship because when relationships are positive, it is easier to effect change to an environment. Havelock’s strategy permits the inclusion of all representatives as members of the change project. The representatives are involved in the planning of the innovation.
In the 2nd stage which is establishing a diagnosis regarding the need for change, the agent for change which is the DNP scholar would have to grant opportunity to the rest of the team to brainstorm according to their expertise with the practice problem. The issue of managing the effects of the opioid overdose dilemma will be discussed weekly, then biweekly and then monthly.
In the 3rd stage which has to do with the acquisition of the vital resources, members of the interdisciplinary collaborative team are delegated to come up with appropriate solutions based on the evidence presented from research and translation science. Results from health resources and search engines such as Medline, PubMed, CINAHL will be examined for best evidence-based practice guidelines. These will be used for the gleaning and acquiring of related information.
The 4th stage is the selection of the relevant and suitable strategy. It is after the resource information have been presented that the team would conduct a review of the presentation, detect likely options, meanwhile also stating the consequences for the chosen actions. A series of possible solutions should be designed, such as educational approaches that emphasize patient centered focus, and evidence-based practice guideline conclusions that would lead to .
This presentation aims to explore the concept of shared governance in nursing and discuss the principles and models underpinning practice. It also aims to present the obstacles to effective implementation.
These slides are uploaded for information purposes and as a partial requirements of Philippine Women's University in PhD class. Subject : Governance in Health Care Practice
This document provides definitions and guidance for different levels of collaboration between organizations - networking, coordinating, cooperating, and collaborating. It defines each level based on the degree of commitment in terms of time, trust, and shared resources/turf. Collaborating requires the most extensive commitments in all areas and is defined as organizations enhancing each other's capacities for mutual benefit. The document also discusses power dynamics in collaborations, distinguishing between "collaborative betterment", which is initiated by larger institutions, and "collaborative empowerment", which begins within communities. Finally, it outlines common roles organizations play in collaborative processes.
Arts administration (alternatively arts management) is the field t.docxfredharris32
Arts administration (alternatively arts management) is the field that concerns business operations around an artsorganization. Arts administrators are responsible for facilitating the day-to-day operations of the organization and fulfilling its mission. The duties of an arts administrator can include staff management, marketing, budget management, public relations, fundraising, program development and evaluation, and board relations.[2]
An internship is a temporary position with an emphasis on on-the-job training rather than merely employment, and it can be paid or unpaid. If you want to go into publishing, you might have to take an internshipbefore you are qualified for an actual job.
Running Head: Best Practices in Team Interactions 1
Best Practices for Team Interactions
MHA5012- Org Leadership & Governance
Amar Galco
Capella University
Darleen Barnard
Best Practices in Team Interactions
Abstract
Why we have teams who are successful and others being unsuccessful? What real criteria or attributes are required for success? So contemporary teaching as well learning practice, including training over the years in higher education institutions has promoted great learning and individuals making use of the provided guidance have shown collaboration and achieved team success. This has thus promoted the requirement for identifying critical attributes needed for building successful teamwork.
This paper states examples of individuals who worked for identifying basic principles and set expectations for promoting coordinated contributions among various participants during the care process. It is therefore intended to provide the common reference points for guiding coordinated collaboration among the health professionals as well as patients and their families, helping to accelerate the inter-professional team-oriented care.
Teams in the health care take many roles, for example, we have disaster response teams along with teams that perform emergency operations as well as hospital teams providing care to acutely ill patients and the teams that care for people staying at home and also comprising of office-based care teams, teams centered to one clinician and patient, geographically disparate teams that tend to care for ambulatory patients and the teams that comprise of the patient and their loved ones along with the coordination of various supporting health professionals. Teams in health care therefore comprise to be large or small or are centralized or even dispersed as well as virtual or face-to-face depending on the tasks assigned. (Grumbach K, Bodenheimer, 2004).
Evolution of teams in health care
Health care is usually not recognized as being a team sport but it certainly needs to be. In the past individuals were cared for the one all-knowing doctor who basically lived within their community and used to visit their home and was also available during th ...
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.
An Introduction To Restorative Justice Practices In K-12 Schools Theory And ...Tracy Morgan
Restorative justice practices in K-12 schools focus on repairing harm rather than solely punishing offenders. Common practices include community circles, mediations, and affective statements. These practices aim to build relationships and prevent wrongdoing. Research shows restorative justice can improve school climate and reduce racial disparities in discipline. Effective implementation requires embedding practices in school culture through relationship-building.
IN Dubai [WHATSAPP:Only (+971588192166**)] Abortion Pills For Sale In Dubai** UAE** Mifepristone and Misoprostol Tablets Available In Dubai** UAE
CONTACT DR. SINDY Whatsapp +971588192166* We Have Abortion Pills / Cytotec Tablets /Mifegest Kit Available in Dubai** Sharjah** Abudhabi** Ajman** Alain** Fujairah** Ras Al Khaimah** Umm Al Quwain** UAE** Buy cytotec in Dubai +971588192166* '''Abortion Pills near me DUBAI | ABU DHABI|UAE. Price of Misoprostol** Cytotec” +971588192166* ' Dr.SINDY ''BUY ABORTION PILLS MIFEGEST KIT** MISOPROSTOL** CYTOTEC PILLS IN DUBAI** ABU DHABI**UAE'' Contact me now via What's App… abortion pills in dubai Mtp-Kit Prices
abortion pills available in dubai/abortion pills for sale in dubai/abortion pills in uae/cytotec dubai/abortion pills in abu dhabi/abortion pills available in abu dhabi/abortion tablets in uae
… abortion Pills Cytotec also available Oman Qatar Doha Saudi Arabia Bahrain Above all** Cytotec Abortion Pills are Available In Dubai / UAE** you will be very happy to do abortion in Dubai we are providing cytotec 200mg abortion pills in Dubai** UAE. Medication abortion offers an alternative to Surgical Abortion for women in the early weeks of pregnancy. We only offer abortion pills from 1 week-6 Months. We then advise you to use surgery if it's beyond 6 months. Our Abu Dhabi** Ajman** Al Ain** Dubai** Fujairah** Ras Al Khaimah (RAK)** Sharjah** Umm Al Quwain (UAQ) United Arab Emirates Abortion Clinic provides the safest and most advanced techniques for providing non-surgical** medical and surgical abortion methods for early through late second trimester** including the Abortion By Pill Procedure (RU 486** Mifeprex** Mifepristone** early options French Abortion Pill)** Tamoxifen** Methotrexate and Cytotec (Misoprostol). The Abu Dhabi** United Arab Emirates Abortion Clinic performs Same Day Abortion Procedure using medications that are taken on the first day of the office visit and will cause the abortion to occur generally within 4 to 6 hours (as early as 30 minutes) for patients who are 3 to 12 weeks pregnant. When Mifepristone and Misoprostol are used** 50% of patients complete in 4 to 6 hours; 75% to 80% in 12 hours; and 90% in 24 hours. We use a regimen that allows for completion without the need for surgery 99% of the time. All advanced second trimester and late term pregnancies at our Tampa clinic (17 to 24 weeks or greater) can be completed within 24 hours or less 99% of the time without the need for surgery. The procedure is completed with minimal to no complications. Our Women's Health Center located in Abu Dhabi** United Arab Emirates** uses the latest medications for medical abortions (RU-486** Mifeprex** Mifegyne** Mifepristone** early options French abortion pill)** Methotrexate and Cytotec (Misoprostol). The safety standards of our Abu Dhabi** United Arab Emirates Abortion Doctors remain unparalleled. They consistently maintain the lowest complication rates throughout the nation. Our
Ventilation Perfusion Ratio, Physiological dead space and physiological shuntMedicoseAcademics
In this insightful lecture, Dr. Faiza, an esteemed Assistant Professor of Physiology, delves into the essential concept of the ventilation-perfusion ratio (V˙/Q˙), which is fundamental to understanding pulmonary physiology. Dr. Faiza brings a wealth of knowledge and experience to the table, with qualifications including MBBS, FCPS in Physiology, and multiple postgraduate degrees in public health and healthcare education.
The lecture begins by laying the groundwork with basic concepts, explaining the definitions of ventilation (V˙) and perfusion (Q˙), and highlighting the significance of the ventilation-perfusion ratio (V˙/Q˙). Dr. Faiza explains the normal value of this ratio and its critical role in ensuring efficient gas exchange in the lungs.
Next, the discussion moves to the impact of different V˙/Q˙ ratios on alveolar gas concentrations. Participants will learn how a normal, zero, or infinite V˙/Q˙ ratio affects the partial pressures of oxygen and carbon dioxide in the alveoli. Dr. Faiza provides a detailed comparison of alveolar gas concentrations in these varying scenarios, offering a clear understanding of the physiological changes that occur.
The lecture also covers the concepts of physiological shunt and dead space. Dr. Faiza defines physiological shunt and explains its causes and effects on gas exchange, distinguishing it from anatomical dead space. She also discusses physiological dead space in detail, including how it is calculated using the Bohr equation. The components and significance of the Bohr equation are thoroughly explained, and practical examples of its application are provided.
Further, the lecture examines the variations in V˙/Q˙ ratios in different regions of the lung and under different conditions, such as lying versus supine and resting versus exercise. Dr. Faiza analyzes how these variations affect pulmonary function and discusses the abnormal V˙/Q˙ ratios seen in chronic obstructive lung disease (COPD) and their clinical implications.
Finally, Dr. Faiza explores the clinical implications of abnormal V˙/Q˙ ratios. She identifies clinical conditions associated with these abnormalities, such as COPD and emphysema, and discusses the physiological and clinical consequences on respiratory function. The lecture emphasizes the importance of understanding these concepts for medical professionals and students, highlighting their relevance in diagnosing and managing respiratory conditions.
This comprehensive lecture provides valuable insights for medical students, healthcare professionals, and anyone interested in respiratory physiology. Participants will gain a deep understanding of how ventilation and perfusion work together to optimize gas exchange in the lungs and how deviations from the norm can lead to significant clinical issues.
vaginal thrush presentation by Dr. Rewas AliRewAs ALI
in these slides you know what is vaginal thrush, symptoms, and treatments with special population(pregnancy and lactation). you can see the explanation in my youtube channel in this link below:
https://youtu.be/ov5WqVwdHkE?si=iaF5MHC9Vv_6udzR
vaginal thrush is one of the most common gynecological complication that can be treated easily if diagnosed in a correct way.
Ontotext’s Clinical Trials Eligibility Design Assistant helps with one of the most challenging tasks in study design: selecting the proper patient population.
Drug Repurposing for Parasitic Diseases.pptxdrebrahiim
, drug repurposing has emerged as a promising strategy for the treatment of parasitic diseases. Drug repurposing, or drug repositioning, involves identifying new therapeutic uses for existing drugs. This approach leverages the known safety profiles, established manufacturing processes, and previously conducted clinical trials of existing drugs, thereby significantly reducing the time and cost associated with bringing new treatments to market.
POTENTIAL TARGET DISEASES FOR GENE THERAPY SOURAV.pptxsouravpaul769171
Theoretically, gene therapy is the permanent solution for genetic diseases. But it has several complexities. At its current stage, it is not accessible to most people due to its huge cost. A breakthrough may come anytime and a day may come when almost every disease will have a gene therapy Gene therapy have the potential to revolutionize the practice of medicine.
TEST BANK For Katzung's Basic and Clinical Pharmacology, 16th Edition By {Tod...rightmanforbloodline
TEST BANK For Katzung's Basic and Clinical Pharmacology, 16th Edition By {Todd W. Vanderah, 2024,} Verified Chapter
TEST BANK For Katzung's Basic and Clinical Pharmacology, 16th Edition By {Todd W. Vanderah, 2024,} Verified Chapter
TEST BANK For Katzung's Basic and Clinical Pharmacology, 16th Edition By {Todd W. Vanderah, 2024,} Verified Chapter
Mainstreaming #CleanLanguage in healthcare.pptxJudy Rees
In healthcare, every day, millions of conversations fail. They fail to cover what’s really important, fail to resolve key issues, miss the point and lead to misunderstandings and disagreements.
Clean Language is one approach that can improve things. It’s a set of precise questions – and a way of asking them – which help us all get clear on what matters, what we’d like to have happen, and what’s needed.
Around 1000 people working in healthcare have trained in Clean Language skills over the past 20+ years. People are using what they’ve learnt, in their own spheres, and share anecdotes of significant successes. But the various local initiatives have not scaled, nor connected with each other, and learning has not been widely shared.
This project, which emerged from work done by the NHS England South-West End-Of-Life Network, with help from the Q Community and especially Hesham Abdalla, aims to fix that.
1. Chair) 6.4. Practice-Research Model (PRM) 6.5. Collaborative Clinical Education Epworth Deakin (CCEED) model 6.6. The Collaborative Learning Unit (British Columbia) Model 6.7. The Collaborative Approach to Nursing Care (CAN- Care) Model 6.8. The Bridge to Practice Model 6.9. Collaboration of Nursing Education and Service in India 7 Conclusion 13 8 Bibliography 14 2 Page. <br />DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE1. Introduction The nursing profession is faced with increasingly complex health care issues driven bytechnological and medical advancements, an ageing population, increased numbers of people livingwith chronic disease, and spiraling costs. Collaborative partnerships between educational institutionsand service agencies have been viewed as one way to provide research which ensures an evolvinghealth-care system with comprehensive and coordinated services that are evidence-based, cost-effective and improve health-care outcomes<br />Collaboration is a substantive idea repeatedly discussed in health care circles. Though thebenefits are well validated, collaboration is seldom practiced. The lack of a shared definition is onebarrier. Additionally, the complexity of collaboration and the skills required to facilitate the process are Different Models of Collaboration between Nursing Education & Serviceformidable. Much of the literature on collaboration describes what it should look like as an outcome,but little is written describing how to approach the developmental process of collaboration. Manyresearchers have validated the benefits of collaboration to include improved patient outcomes,reduced length of stay, cost savings, increased nursing job satisfaction and retention, and improvedteamwork (Abramson & Mizrahi 1996).
2. 1The focus on benefits of collaboration could lead one to thinkthat collaboration is a favorite approach to providing patient care, leading organizations, educatingfuture health professionals, and conducting health care research. Contextual elements that influencethe formation of collaboration include time, status, organizational values, collaborating participants,and type of problem.
3. 2. Meaning Collaboration is an intricate concept with multiple attributes. Attributes identified by severalnurse authors include sharing of planning, making decisions, solving problems, setting goals,assuming responsibility, working together cooperatively, communicating, and coordinating openly(Baggs & Schmitt, 1988). Related concepts, such as cooperation, joint practice, and collegiality, areoften used as substitutes. The roots of the word collaboration, namely co-, and laborare, combine in Latin to mean “worktogether.” That means the interaction among two or more individuals, which can encompass a varietyof actions such as communication, information sharing, coordination, cooperation, problem solving,and negotiation. Teamwork and collaboration are often used synonymously. The description of collaboration asa dynamic process resulting from developmental group stages as an outcome, producing a synthesisof different perspectives. The reality is that collaboration evolves in partnerships and in teams. Baggsand Schmitt (1988) reframe the relationship between collaboration and teamwork by definingcollaboration as the most important aspect of team care but certainly not the only dimension. A description of the concept of collaboration is derived by integrating Folletts outcome-oriented perspective (1940) and Grays process-oriented perspective (1989). Both authors strengthenthe definition of collaboration by considering the type of problem, level of interdependence, and type 3of outcomes to seek. According to them: Collaboration is both a process and an outcome in which Page.shared interest or conflict that cannot be addressed by any single individual is addressed by keystakeholders. The collaborative process involves a synthesis of different perspectives to better understand complex problems. A collaborative outcome is the development of integrative solutionsthat go beyond an individual vision to a productive resolution that could not be accomplished by anysingle person or organization. It is critical in collaboration that all existing and potential members of the collaborating groupshare the common vision and purpose. Several catalysts may initiate collaboration – a problem, ashared vision, a desired outcome, to name a few. Regardless of what the catalyst may be, it isessential to move from problem driven to vision driven, from muddled roles and responsibilities todefined relationships, and from activity driven to outcomes. Collaboration is an inclusionary processwith continuous engagement that reinforces commitment, recognizing the building of relationships asfundamental to the success of collaborations. An effective collaboration is characterized by buildingand sustaining “win-win-win” relationships8. <br />Different Models of Collaboration between Nursing Education & Service3. <br />Definition Henneman et al. have suggested that collaboration “is a process by which members of variousdisciplines (or agencies) share their expertise. Accomplishing this requires these individualsunderstand and appreciate what it is that they contribute to the whole”. quot;
Collaboration is the most formal inter organizationl relationship involving shared authority andresponsibility for planning, implementation, and evaluation of a joint effort (Hord, 1986). Mattessich, Murray and Monsey (2001) define collaboration as ... a mutually beneficial andwell-defined relationship entered into by two or more organizations to achieve common goals8.4.<br /> Types of Collaboration Terms, such as interdisciplinary, multidisciplinary, transdisciplinary, and interprofessional,which further delineate and describe teams, teamwork, and collaboration, have evolved over time.4.1. <br />Interdisciplinary is the term used to indicate the combining of two or more disciplines,professions, departments, or the like, usually in regard to practice, research, education, and/or theory.4.2. <br />Multidisciplinary refers to independent work and decision making, such as when disciplineswork side-by-side on a problem. The interdisciplinary process, according to Garner (1995) andHoeman (1996), expands the multidisciplinary team process through collaborative communicationrather than shared communication.4.3. <br />Transdisciplinary efforts involve multiple disciplines sharing together their knowledge and skillsacross traditional disciplinary boundaries in accomplishing tasks or goals (Hoeman, 1996).Transdisciplinary efforts reflect a process by which individuals work together to develop a sharedconceptual framework that integrates and extends discipline specific theories, concepts, and methodsto address a common problem.4.4. <br />Interprofessional collaboration has been described as involving “interactions of two or moredisciplines involving professionals who work together, with intention, mutual respect, and 4commitments for the sake of a more adequate response to a human problem” (Harbaugh, 1994). Page.Interprofessional collaboration goes beyond transdisciplinary to include not just traditional disciplineboundaries but also professional identities and traditional roles. Interdisciplinary collaboration team <br />members transcend seperate disciplinary perspectives and attempt to weave together resources,such as tools, methods, and procedures to address common problems or concerns2.5. Need for Collaboration between Education and Service Considerable progress has been made in nursing and midwifery over the past severaldecades, especially in the area of education. Countries have either developed new, or strengthenedand re-oriented the existing nursing educational programmes in order to ensure that the graduateshave the essential competence to make effective contributions in improving people’s health andquality of life. As a result nursing education has made rapid qualitative advances. However, theexpected comparable improvements in the quality of nursing service have not taken place as rapidly. The gap between nursing practice and education has its historical roots in the separation ofnursing schools from the control of hospitals to which they were attached. At the time when schools of Different Models of Collaboration between Nursing Education & Servicenursing were operated by hospitals, it was students who largely staffed the wards and learned thepractice of nursing under the guidance of the nursing staff. However, under the then prevailingcircumstances, service needs often took precedence over student’s learning needs. The creation ofseparate institutions for nursing education with independent administrative structures, budget andstaff was therefore considered necessary in order to provide an effective educational environmenttowards enhancing students learning experiences and laying the foundation for further educationaldevelopment. While separation was beneficial in advancing education, it has also had adverse effects.Under the divided system, the nurse educators are no longer the practicing nurses in the wards. As aresult, they are no longer directly in the delivery of nursing services nor are they responsible forquality of care provided in the clinical settings used for student’s learning. The practicing nurses havelittle opportunity to share their practical knowledge with students and no longer share theresponsibility for ensuring relevance of the training that the students receive. As the gap betweeneducation and practice has widened, there are now significant differences between what is taught inthe classroom and what is practiced in the service settings. Most nursing leaders also assert that something has been lost with the move from hospital-based schools of nursing to the collegiate setting. The familiar observation that graduate nurses canquot;
theorize but not catheterizequot;
reflects the concern that graduate nurses often lack practical skillsdespite their significant knowledge of nursing process and theory. Nursing educators know thatdevelopment of technical expertise in the modern hospital is possible only through on-the-jobexposure to the latest equipment and medical interventions. Schools of nursing have tried to bridgethis gap using state-of-the-art simulation laboratories, supervised clinical experiences in the hospital,and summer internships. However, the competing demands of the classroom and the job sitefrequently result in a less than optimal allocation of time to learn technical skills and frustration on thepart of the nursing student who tries to be both technically and academically expert. The hospital industry has also recognized the need to support a graduate nurse with additionaltraining. As a result, graduate nurses are required to attend an orientation to the hospital and haveadditional supervised practice before they can function independently in the hospital. The cost of 5orienting a new nursing graduate is significant, particularly with high levels of nursing turnover (Reiter, Page.Young, & Adamson, 2007). <br />The challenge to nursing education is how to combine theoretical knowledge with sufficienttechnical training to assure a competent performance by a professional nurse in the hospital setting.Clearly, a partnership between nursing educators and hospital nursing personnel is essential to meetthis challenge13.6. Models of Collaboration between Education and Service5 The nursing literature presents several collaborative models that have emerged betweeneducational institutions and clinical agencies as a means to integrate education, practice and researchinitiatives (Boswell & Cannon, 2005; McKenna & Roberts, 1998; Acorn, 1990), as well as, providing avehicle by which the theory -clinical practice gap is bridged and best practice outcomes are achieved(Gerrish & Clayton, 2004; Gaskill et al., 2003).6.1. <br />Clinical school of nursing model (1995) Different Models of Collaboration between Nursing Education & ServiceThe concept of a Clinical School of Nursing is one that encompasses the highest level of academicand clinical nursing research and education. This was the concept of visionary nurses from both LaTrobe and The Alfred Clinical School of Nursing University. This occurred within a context of a longhistory of collaboration and cooperation between these two institutions going back many years andculminating in the establishment of the Clinical School in February, 1995. The development of the Clinical School offers benefits to both hospital and university. Itbrings academic staff to the hospital, with opportunities for exchange of ideas with clinical nurses withincreased opportunities for clinical nursing research. Many educational openings for expert clinicalnurses to become involved with the universitys academic program were evolved. The move to theconcept of the clinical school is founded on recognition of the fundamental importance of the closeand continuing link between the theory and practice of nursing at all levels10.6.2. <br />Dedicated Education Unit Clinical Teaching Model (1999) In this model a partnership of nurse executives, staff nurses and faculty transformed patientcare units into environments of support for nursing students and staff nurses while continuing thecritical work of providing quality care to acutely ill adults. Various methods were used to obtainformative data during the implementation of this model in which staff nurses assumed the role ofnursing instructors. Results showed high student and nurse satisfaction and a marked increase inclinical capacity that allowed for increased enrollment.Key Features of the DEU are • Uses existing resources • Supports the professional development of nurses • Potential recruiting and retention tool • Allows for the clinical education of increased numbers of students • Exclusive use of the clinical unit by School of Nursing • Use of staff nurses who want to teach as clinical instructors • Preparation of clinical instructors for their teaching role through collaborative staff and faculty development activities • Faculty role to work directly with staff as coach, collaborator, teaching/learning resource to 6 develop clinical reasoning skills, to identify clinical expectations of students, and evaluate Page. student achievement <br />• Commitment by all to collaborate to build an optimal learning environment.6.3. Research Joint Appointments (Clinical Chair) (2000) A Joint Appointment has been defined by Lantz et al. (1994), as “a formalised agreementbetween two institutions where an individual holds a position in each institution and carries outspecific and defined responsibilities”. The goal of this approach is to use the implementation of research findings as a basis forimproving critical thinking and clinical decision-making of nurses. In this arrangement the researcheris a faculty member at the educational institution with credibility in conducting research and with aninterest in developing a research programme in the clinical setting. The Director of Nursing Research,provides education regarding research and assists with the conduct of research in the practicesetting. She/he also lectures or supervises in the educational institution. A formal agreement exists Different Models of Collaboration between Nursing Education & Servicewithin the two organisations regarding specific responsibilities and the percentage of time allocatedbetween each. Salary and benefits are shared between the two organisations. Outcomes identified by Donnelly, Warfel and Wolfe (1994) for the educational institution arethat it becomes more in touch with the real world and more readily able to identify research questions(and the subsequent study), that have the potential to make a difference to quality of consumer caredelivery. There is also an increasing collaborative relationship with the service provider, which isimportant for long term workforce planning. The position has benefits to nursing/midwifery studentsdue to more explicit focus on directly linking the education setting to the clinical context. For practicethe outcomes are increased staff involvement in professional activities including writing for publication,presenting at seminars and conferences and preparing submissions on professional issues. Theclinical chair also facilitates improved access and support to external research project funding6.6.4. <br />Practice-Research Model (PRM) (2001)<br />Practice-Research Model (PRM) (2001) It is an innovative collaborative partnership agreement between Fremantle Hospital and HealthService and Curtin University of Technology in Perth, Western Australia. The partnership engagesacademics in the clinical setting in two formalized collaborative appointments. This partnership notonly enhances communication between educational and health services, but fosters the developmentof nursing research and knowledge.The process of the collaborative partnership agreement involved the development of a Practice-Research Model (PRM) of collaboration. This model encouraged a close working relationship betweenregistered nurses and academics, and has also facilitated strong links at the health service with theNursing Research and Evaluation Unit, medical staff and other allied health professionals. The keyconcepts exemplified in the application of the model include practice-driven research development,collegial partnership, collaborative ownership and best practice. Many specific outcomes have beenachieved through implementation of the model, but overall the partnership between registered nursesand academics in the pursuit of research to support clinical practice has been the highlight.The key elements underlying the process of collaboration and development of the PRM are: - • Collaborative partnership: - The collaborative partnership was formed by nursing health 7 professionals, from the community health service and the university who recognized the need Page. to bridge the theory-clinical practice gap and acknowledged the futility of continuing to work in isolation from each other. In practical terms, this involved a formal contractual arrangement <br />between the organizations that led to the establishment of a Nurse Research Consultant (NRC) position. • Core values and aims of the collaborative partnership: - Before the actual framework of the collaborative partnership was decided, a literature review of the most common models of collaboration in nursing practice was used to promote discussion between the organizations to clarify and formalize the assumptions underlying the core values, roles and responsibilities of the partners, as indicated by Spross (1989). During this phase, four key concepts emerged: firstly, that practice drives research; secondly, the principle of collegial partnership; thirdly, collaborative ownership, and finally, best practice (Downie et al., 2001). As a consequence of this process of clarification and negotiation, the Practice-Research Modelwas developed to operationalise the agreed aims of the partnership, which were: Different Models of Collaboration between Nursing Education & Service -> To encourage nursing staff to reflect on current nursing practice in order to develop meaningful research proposals; -> To teach staff the research process via research experience; -> 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; and -> To plan and implement changes to practice based on research evidence. Nurse Research Consultant (NRC): - In the PRM, the role of the Nurse Research Consultant(NRC) was articulated as that of mentor and consultant on issues related to research, methodologypublications and dissemination. Although the PRM was specifically designed to enhance nursingresearch activity and the implementation of evidence-based community health nursing practice, theModel also encouraged the involvement of the multi-disciplinary team to work to achieve the aims ofthe partnership agreement5.6.4.1. Operational framework of the PRM To fulfill the aims of the partnership several key elements formed the operational framework ofthe collaborative agreement. One important element of the framework was to enhance nursing staffsknowledge of the research process via research experience. To achieve this Journal Clubs wereestablished in the community health service on a monthly basis. The Nurse Research Consultant thenworked with staff to identify, plan and implement changes to practice based on research evidence. A second important element of the PRM was to encourage nursing staff to reflect on currentnursing practice and identify clinical problems based on their knowledge and experience of nursing inorder to develop meaningful research proposals and best-practice guidelines. The main reason for thesuccess of the collaborative arrangement has been the provision of infrastructure to support thedissemination of research and quality improvement findings through clinical meetings, workshops andconference presentations by the nursing staff involved in the various projects.6.5. <br />Collaborative Clinical Education Epworth Deakin (CCEED) model (2003)7<br />Collaborative Clinical Education Epworth Deakin (CCEED) model (2003)7 In an effort to improve the quality of new graduate transition, Epworth Hospital and DeakinUniversity ran a collaborative project (2003) funded by the National Safety and Quality Council to 8improve the support base for new graduates while managing the quality of patient care Page.delivery. <br />Nursing education Students coached by Nurse supported by Clinical Clinician Facilitators Different Models of Collaboration between Nursing Education & Service Clinical facilitators are supported by Hospital administration and university The Collaborative Clinical Education Epworth Deakin (CCEED) model developed to facilitateclinical learning, promote clinical scholarship and build nurse workforce capability. This modelprovided a framework for the first initiative, a CCEED undergraduate program that nested the clinicalcomponent of Deakin Universitys undergraduate nursing curriculum within Epworth Hospitals healthservice environment. The CCEED undergraduate program sees undergraduate nursing students attendinglectures at Deakin University in the traditional manner but completing all tutorials, clinical learninglaboratories and clinical placements at Epworth Hospital throughout their three year course. Tutorials,laboratories and clinical placements are conducted by Epworth clinicians who are prepared andsupported by Deakin School of Nursing faculty. These clinicians also support the student-preceptor 9relationship in the clinical learning component of the curriculum. The expectation was that increased Page.integration between hospital and university would enhance clinical education resulting in improvedstudents’ application of knowledge and skill as well as increased socialization to the clinician role. <br />Key findings of the 2005 pilot CCEED program were 1. Students’ learning objectives were met and satisfaction was high. 2. Undergraduate clinical education was valued by preceptors and managers as a workforce investment strategy 3. Preceptors were enriched in their clinician role as a result of their participation in the program and reflection on the process. 4. Preceptor continuity promoted a trusting relationship that enabled preceptors to confidently encourage student initiative. 5. Preceptors managed multiple roles in order to meet demands of patient care and student learning.6.6. <br />The Collaborative Learning Unit (British Columbia) Model, 2005<br />The Collaborative Learning Unit (British Columbia) Model, 2005 Different Models of Collaboration between Nursing Education & Service The Collaborative Learning Unit model was based on the ‘Dedicated Education Units’concept developed, successfully implemented, and researched in Australia. The CollaborativeLearning Unit (CLU) model of practice education for nursing is a clinical education alternative toPreceptorship. In the CLU model, students practice and learn on a nursing unit, each following anindividual set rotation and choosing their learning assignment (and therefore the Registered Nursewith whom they partner), according to their learning plans. Unlike the traditional one-to-onepreceptorship-, an emphasis is placed on student responsibility for self-guiding, and forcommunicating their learning plan with faculty and clinical nurses (e.g., the approaches to learningand the responsibility they are seeking to assume). All nursing staff members on the CollaborativeLearning Unit are involved in this model and, therefore, not only do the students gain a widevariety of knowledge but the unit also has the ability to provide practice experiences for a largernumber of students. Specifically, a Collaborative Learning Unit is a nursing unit where all members of the staff,together with students and faculty, work together to create a positive learning environment andprovide high quality nursing care. Clinical nurses preparing to adopt the CLU model havedescribed a positive learning environment as one where questions are expected. In the CLUapproach the students are not attached to the units as an ‘extra set of hands’ to augment thenursing workforce, but are present as learners with a primary interest in gaining entry-levelknowledge and competency associated with baccalaureate-prepared nursing practice. As learnersin the CLU model, students are supported by experienced clinical nurses, faculty and, ideally,nurse researchers. Students recognize a positive learning environment when they perceive theirquestions are welcomed, and when they receive thoughtful responses at mutually selected timesfor students and staff. For faculty (e.g., academic instructors), key questions focus on determiningwhat nursing knowledge is needed to provide high quality nursing care. Thus, in a CLU, wherecritical questioning is promoted, students can systematically learn to “think like a nurse” and candemonstrate what they know and can do, as undergraduate nurses who are members of a healthcare team. While staff and faculty work together to support and advance student learning and promote 10high quality nursing care, the CLU model enables a level of student independence that helps themmove into the work-world. As well, the CLU concept bridges a perceived gap between academic and Page.clinical expectations. In this model, nursing faculty, clinical nurses and students work collaboratively toenhance learning opportunities as well as develop the professional knowledge base of nursing.8 The Collaborative Learning Unit (British Columbia) Model, 2005 Clinical Site Clinical Nurses coordinators Different Models of Collaboration between Nursing Education & Service Student Nurses Nurse Nurse Educators Researchers6.7. <br />The Collaborative Approach to Nursing Care (CAN- Care) Model (2006)12<br />The Collaborative Approach to Nursing Care (CAN- Care) Model (2006)12 The CAN-Care model emerged as academic and practice leaders acknowledged the need towork together to promote the education, recruitment and retention of nurses at all stages of theircareer. The idea of a partnership model emerged when the Christine E. Lynn College of Nursing,Florida Atlantic University, was awarded a grant from Tenet HealthCare Foundation to initiate anAccelerated Second-degree BSN Program. The goal was to design an educationally dense, practice-based experience to socialize second-degree students to the role of professional nurse. A secondarygoal was to enhance and support the professional and career development of unit-based nurses. Acommitment to a constructivist approach to learning, an immersion experience to recognize theunique needs of accelerated second-degree learners, and to emphasize the partnership among theacademic and practice setting, were guiding forces in the creation and enactment of the model. The 11model emerged from a dialogue among leaders from the academic and practice setting focusing onthe areas of expertise and potential contributions of each partner. Page. <br />The essence of the CAN-Care model is the relationship between the nurse learner (student) Careand nurse expert (unit-based nurse), within the context of each nursing situation. The semantics of the based nursingstudent as learner and unit-based nurse as expert, in place of the more common traditional labels of basedpreceptor and preceptee are critical to the intentionality of the collegial focus of the model. The labelnurse learner was designated to place the emphasis on the learning role and the reflective and ascontinuous nature of knowledge construction. The learner is responsible and accountable forengaging in the learning process and for taking an active role in establishing a dya dyadic learningpartnership with the nurse expert. Unit based nurses are experts in the work of nursing care. The title Unit-basednurse expert was chosen to recognize the gifts they bring to the profession and share with the nurselearner. The nurse learners and nurse experts engage in a dyadic partnership for the purpose of nursemeeting the needs of the assigned patient population as well as to reflect on and to come to know the Different Models of Collaboration between Nursing Education & Serviceart and science of nursing practice. The onsite faculty member is the expert in educational p processesand is essential in the support and nurturing of the expert/learner partnership. The faculty memberpromotes the growth of the nurse expert as a professional and the journey of the learner in coming toknow a career in nursing. This is a major change in focus from the more traditional role of faculty changebeing in control of the teaching of students By the application of CAN-Care model the focus of the students. Carestudent’s activities moves from the demonstration of discrete skills and prescribed outcomes to animmersion into the professional nurse role, learning to hear and respond to patient needs, and to mersionprovide nursing care to achieve quality outcomes. Through this model the student comes to know the organizational context of nursing practice,the multifaceted role of professionalnurses, and assumes responsibilityfor coming to know the meaning ofnursing in each unique situation. Theunit-based nurse acquires new skills basedin mentoring, exposure to evidenced evidenced-based practice, and to theoreticalknowledge through association withthe college. This approach toeducation in the practice setting isthought to be more consistent withthe educational needs of nurses whoare preparing for the challenges ofprofessional practice in today’s acutecare settings. The most dramatic changewith this model is the re re-conceptualization of the work of thefaculty member. The faculty is the 12education-focused expert pert whosupports and nurtures the nurse Page.expert/nurse learner partnership. Thefaculty member must relinquish control of the students. While the faculty still has accountability for <br />overall evaluation of the student’s achievement of the nursing practice course objectives, even theprocess of the on-going evaluation becomes a collaborative effort with the nurse expert. The primaryrole of the faculty member in the model is to nurture the nurse expert/nurse learner relationship and tosupport the growth and development of both expert and learner in their respective roles andresponsibilities. The on-site faculty member becomes an advisor, resource, role-model and educatorfor both the nurse expert and the nurse learner. The work of the faculty is re-conceptualized as thecreator of the environment to support learning and professional growth as opposed to the directteaching of preselected content. In this model, the healthcare organization becomes an active participant in creating learningenvironments and contributing to the learning activities, as opposed to just being a setting in whichcollege-affiliated faculty appear with students for a teaching encounter. In return, the college becomesan active partner in the professional development and retention of nurses at the practice facility. <br />Different Models of Collaboration between Nursing Education & Service6.8. <br />The Bridge to Practice Model (2008)11<br />The Bridge to Practice Model (2008)11 The Bridge to Practice model is distinctly different from other clinical models. First, studentscomplete all of their clinical experiences in one participating hospital. Second, one full-time teachingfaculty serves as a liaison for each bridge hospital. This faculty member is given a space, usually inthe nursing education department, and is then available to serve as a resource for not only the clinicalassociates but also for the hospital nursing staff. In this model, therefore, there can be numerousclinical associates in one hospital with one full-time University faculty overseeing the clinicalexperiences. Third, students are actively involved in selecting their clinical placements. The Bridge to Practice model proposed by Catholic University of America, school of Nursing(2008), uses a cohort approach in which students complete medical-surgical clinical nursing educationat the same facility. Students must apply for clinical placement in the hospital of their choice via aclinical application form. Clinical placement decisions are based on academic performance andmaturational level. Participating students undergo 415 hours of clinical experiences (nine academiccredits) focused on medical-surgical nursing. These clinical practice progresses from Adults in Healthand Illness: Basic, an introductory nursing course, to Medical-Surgical Nursing Leadership, a seniorlevel course taken in the last semester of baccalaureate study. Thus The Bridge to Practice Model provides undergraduate nursing students with continuity inmedical-surgical education through placement in the same hospital for all medical-surgical clinicalrotations. Hospitals that participate in the bridge model provide senior clinical nurse preceptors whosetime is paid for by the university. The Bridge to Practice model emphasizes professional incentives forhospital nurses to participate in nursing education. Planned incentives include the rewarding ofhospital nurses with continuing education credits for participation in the short-term training oneducational methodology and approaches. A tuition discount is offered for graduate course work atthe university for institutional students and faculty, more involvement with clinical support services andcare management, and more informed employment choices by senior students. Challenges includerecruitment of interested senior clinical nurses, retention of clinical liaison faculty, and management ofthe trade-off between institutional stability offered by clinical site continuity and the variety of 13experiences offered by rotation across several clinical settings. Page. <br />6.9. Collaboration of Nursing Education and Service in India The gap between nursing practice and education has its historical roots in the separation ofnursing schools from the control of hospitals to which they were attached. At the time when schools ofnursing were operated by hospital, it was the students who largely staffed the wards and learned thepractice of nursing under the guidance of the nursing staff. However, service needs often tookprecedence over students’ learning needs. The creation of separate institutions for nursing educationwith independent administrative structures, budget and staff was therefore considered necessary toprovide an effective educational environment towards enhancing students’ learning experiences andlaying the foundation for further educational development4. While this separation has been beneficial in advancing nursing education, it has also hadadverse effects. Under the divided system, the nurse educators are no longer the practicing nurses inthe wards or directly involved in the delivery of nursing services, nor responsible for the quality of care Different Models of Collaboration between Nursing Education & Serviceprovided in the clinical settings used for students’ learning. The practicing nurses have littleopportunity to share their practical knowledge with students and no longer share the responsibility forensuring the relevance of the training that the students receive. As the gap between education andpractice has widened, there are now significant differences between what is taught in the classroomand what is practiced in the service settings. The need for greater collaboration between nursingeducation and services calls for urgent attention. We have two institutions which are practicing dualrole, education & practice : NIMHANS, Bangalore and CMC, Vellore. More institutions need to adoptthis model. This will help improve the quality of Nursing Education with overall objective of improvingthe quality of nursing care to the patients and community at large4.6.9.1. Dual role model in NIMHANS Following the amalgamation of 1974 resulting in NIMHANS, the faculty of the nursingdepartment took up the dual responsibility of providing clinical services as well as conducting teachingprograms. In 1975, all the Grade II nursing superintendents working in the hospital were designatedtutors to maintain uniformity in the department. Combined workshops were conducted under theguidance of WHO consultant Mrs.Morril to prepare the tutors who came from Grade II NursingSuperintendent cadre for teaching purpose and to make the Lectures and tutors associated witheducational programmes (DPN course& 9-months course in psychiatric nursing) comfortable withclinical supervision. After both groups felt comfortable to assume the dual responsibility, the areas ofsupervision were designated. The Head of the Department of Nursing was given the responsibility forboth the service and the education component of the department. Integration of education with service raised the quality of patient care and also improved thequality of learning experiences for nursing students, under the close supervision of teachers who werealso practitioners.6.9.2. Integrative Service-Education approach in CMC Vellore College of Nursing under Christian Medical College, Vellore, where nurse educators arepracticing in the wards or directly involving in the delivery of nursing services. This enables thepracticing nurse to share her practical knowledge to the student nurse who is practicing in the 14concerned wards. Page. Government of India conducted a pilot study on bridging the gap between education andservice in select institutions like one ward of AIIMS. The project was successful, patients and medical <br />personnel appreciated the move but it required financial resources to replicate this process.7. Conclusion Estimating the future need for Registered Nurses with various educational backgrounds iscomplicated by differing perceptions of educators and employers about the appropriate base ofknowledge and skills new graduates need. These differences began to be apparent when nursingeducation moved away from its historical base in hospitals in response to abuses and inadequaciesthat were believed to characterize the apprentice type of training they provided. They continue toplague the profession3. Many nursing service administrators believe that academic nurse educators,removed from the realities of the employment setting, are preparing students to function in idealenvironments that rarely exist in the real and extremely diverse worlds of work. In turn, many nurseeducators believe that nursing service administrators fail to provide work environments conducive tothe kinds of nursing practice their graduates--particularly baccalaureate RNs--are equipped to conduct Different Models of Collaboration between Nursing Education & Serviceand that, furthermore, new graduates of baccalaureate, and diploma programs should bedifferentiated in their functional work assignments. The report of a task force of the AmericanAssociation of Colleges of Nursing observes that quot;
… conflicting philosophies, values, and prioritiesbetween nurse educators and nursing services administrators have generally served to deter a mutualunderstanding and acceptance of responsibility for quality patient care.quot;
To succeed, nursingeducators and care providers alike must strengthen their response to these challenges with innovativesolutions built into the program design and administration. Closer collaboration between nurseeducators and nurses who provide patient services is essential to give students an appropriatebalance of preparation12. All the models pursue collaboration as a means of developing trust, recognizing the equalvalue of stakeholders and bringing mutual benefit to both partners in order to promote high qualityresearch, continued professional education and quality health care. The literature supports the utilityof such collaborations. For example, the most frequently cited positive outcomes are job satisfaction,improved educational experiences for pre-registration nursing students, increased self-confidence andimproved knowledge base for nurses2. The majority of these models are based on a joint appointmentmodel where the nurse is initially employed by a health service or a university and divides his or hertime between teaching and clinical practice. Application of these models can reduce the perceivedgap between education and service in nursing there by can help in the development of competent andefficient nurses for the betterment of nursing profession. Thank You! 15 Page. <br />Bibliography 1. Catherine Malloy & Francis T. Donahue. (2004). Collaboration projects between nursing education and service. Nurse Education Today. 19(6), 368-77 2. Cathleen B. Gaberson & Marilynn G. Oermann (2010). Clinical Teaching Strategies in Nursing. 3rd Ed., New York, Springer Publishing Company. LLC. 307-343 3. Cowen.P.S & Moorhead.S(2006). Current Issues in Nursing. 7th Ed., Missouri, Mosby Inc., 105-122 4. Dileep Kumar, T (2010). Quality of nursing education: Right of every student. The Nursing Journal of India. Cl(1), 12 5. Downie.J et al.(2001). Research model for collaborative partnership. Journal of Royal College of Nursing, Australia. 8(4). 27-32 6. Feltz, Joan, Tom Robin. (2000). Linking practice and education. Journal of Nursing Administration. 30(9), 405-07 Different Models of Collaboration between Nursing Education & Service 7. 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 8. Gardner BD. (2005). Ten lessons in collaboration. The Online Journal of Issues in Nursing. 10(1), 24 9. Hannah Dean and Jan L. Lee (1995). Service and education: Forging Partnership. Nursing Otulook, 43(3), 119-23 10. Hellen Forbes & Roslie Strother (2004). Collaboration: Integrating education and clinical practice: The case of La Trobe University/The Alfred Clinical School of Nursing. Contemporary Nurse, 17, 3-7 11. 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 12. Raines.A.D (2006). An innovative model of practice- based learning. International Journal of Nursing Education Scholarship. 3(1). 20-26 13. 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 16 Page. <br />