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DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION PowerPoint Presentation
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DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE

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Presentation Transcript
slide3

Chair person

Prof . (Dr.) K Reddemma

Dean, Behavioral science

NIMHANS

Presenter

Bivin, J.B

II MSc Nursing

NIMHANS

introduction
Introduction

The nursing profession is faced with increasingly complex health care issues driven by technological and medical advancements, an ageing population, increased numbers of people living with chronic disease, and spiraling costs

meaning
Meaning

Collaboration is an intricate concept with multiple attributes. Attributes identified by several nurse authors include sharing of planning, making decisions, solving problems, setting goals, assuming responsibility, working together cooperatively, communicating,

and coordinating openly

definition
Definition

Aprocess by which members of various disciplines (or agencies) share their expertise. Accomplishing this requires these individuals understand and appreciate what it is that they contribute to the whole

types of collaboration
Types of Collaboration
  • Interdisciplinary
  • Multidisciplinary
  • Transdisciplinary
  • Interprofessional collaboration 
need for collaboration between education and service
Need for Collaboration between Education and Service

Considerable progress has been made in nursing and midwifery over the past several decades, especially in the area of education. Countries have either developed new, or strengthened and re-oriented the existing nursing educational programmes in order to ensure that the graduates have the essential competence to make effective contributions in improving people’s health and quality of life.

clinical school of nursing model
Clinical school of nursing model
  • This was the concept of visionary nurses from both La Trobe and The Alfred Clinical School of Nursing University.
dedicated education unit clinical teaching model
Dedicated Education Unit Clinical Teaching Model

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 develop clinical reasoning skills, to identify clinical expectations of students, and evaluate student achievement
  • Commitment by all to collaborate to build an optimal learning environment
research joint appointments clinical chair
Research Joint Appointments (Clinical Chair)
  • The goal of this approach is to use the implementation of research findings as a basis for improving critical thinking and clinical decision-making of nurses. 
practice research model prm
Practice-Research Model (PRM)

It is an innovative collaborative partnership agreement between Fremantle Hospital and Health Service and Curtin University of Technology in Perth, Western Australia. The partnership engages academics in the clinical setting in two formalized collaborative appointments. This partnership not only enhances communication between educational and health services, but fosters the development of nursing research and knowledge.

the collaborative learning unit british columbia model
The Collaborative Learning Unit (British Columbia) Model

In the CLU model, students practice and learn on a nursing unit, each following an individual set rotation and choosing their learning assignment (and therefore the Registered Nurse with whom they partner), according to their learning plans.

the bridge to practice model
The Bridge to Practice Model

First, students complete all of their clinical experiences in one participating hospital. Second, one full-time teaching faculty serves as a liaison for each bridge hospital.