Summary of Literature Related to Academic-Service Partnerships
Key word Searched: Academic-Service Partnership
June 30, 2010
Category
Principles of
partnerships
Citation
Hegyvary ST (1991). Academic-Corporate Partnering to Improve
Long-Term Care
Findings
Suggestions to develop and sustain partnerships
between SONS and Corporations: 1) Find the common
ground and basis of strong ties strong enough to sustain
the partnership 2) Be honest about individual or
corporate interests and commitments 3) Live with and
thrive on uncertainty and change
Principles of
partnerships
Haw MA & Ferretti C. (1995). University-Clinical Agency
Partnerships: Cost Effective Opportunities to Expand Case
Management Services and Measure Outcome. Journal of Care
Management, 1(1): 10-19.
Principles of
partnerships
Seifer S, Sebastian J, Cora-Bramble D, Hart R. (1996).
Interdisciplinary Collaboration in Service-Learning: Lessons from
the Health Professions. Michigan Journal of Community Service
Learning. Fall 1996: 113-127.
Principles of
Sebastian J, Skelton J, & West KP. There is Feedback to, among
Description of several partnerships between SFSU and
local health care agencies. Suggestions for success: 1.
Strong support from administration. 2. Consensus on
goals and objectives. 3. Implementation plan with
sequencing and timetable of essential tasks. 4.
Delineation of responsibilities. 5, Plan to monitor and
evaluate projects. Several specific suggestions given for
each partner.
Key components of success in a partnership include: 1)
logistics and communication—structured team meetings
with specific outcomes. 2) interdisciplinary team
development. 3) Community building.4) Program
leadership at the highest level of the institution. 4)
Networking and peer support. 5) Ongoing program
evaluation. 6) Community partnership development—
focusing on community’s needs
Appears to be a chapter in a book. Given to me by lead
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partnerships
and from all stakeholders in the partnership with the goal of
continuously improving the partnership and its outcomes. Source
unknown
Principles of
partnerships
Barger SE (1999). Partnerships for Practice—A Necessity in the
New Millennium. JPN, 115 (4): 208.
Principles of
partnerships
McNamara A (2000). Minding the Gap: Transitions on Nursing
Education and Care Delivery Systems. Nursing Administration
Quarterly, 25 (1): 39-50.
author. Chapter focuses on approaches to encouraging
and initiating feedback between partners and for using
feedback as a part of continuous quality improvement.
Approaches to Incorporating Feedback: advisory
committee meeting, participating in community
committees, inclusion of consumers on advisory
committees, sharing of info, development of shared
protocols and guidelines, informal information
exchange, communication media that is shared, shared
programs. Strategies for Using feedback: real time
responsiveness, on-going development program for all
participants. Essential elements for effective feedback:
trust, shared understanding of mission, goals & policies,
involved leadership, evaluation of feedback efficacy.
Challenges: lack of resources.
Partnerships are a necessity and will require new
approaches. Underlying question should be: “Are we
able to put the greater good of containing costs while
maintaining quality ahead of our personal, professional
and program’s interests? Because our students learn by
our example, I certainly hope that we can.”
The future of nursing education and service described
using the subway metaphor. Characteristics of
emerging mindful organizations: 1) thrive in a world of
chaos and uncertainty and embrace both as strategy;
think backward from the future to the presents and
bring the future to the present; distribute decision
making so that everyone in the organization shares
responsibility; uses strategies to enhance creativity and
innovation of every member; when makes errors-forces
them to the surface for benefit; cultivates mutual
respect, trust, honesty, loyalty and personal integrity;
creates an environment where the human spirit can
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Principles of
partnerships
Donaldson SK & Fralic M. (2000). Forging Today’s Practice—
Academic Link: A New Era for Nursing Leadership. Nursing
Administration Quarterly, 25(1): 95-101.
Principles of
partnerships
Shellenbarger T (2003). Professional—Community Partnership:
Successful Collaboration. Annual Review of Nursing Education, 1:
43-58.
Principles of
partnerships
Gaskill D et al (2003). University and Industry Partnerships:
Lessons from Collaborative Research. International Journal of
Nursing Practice, 9:347-355.
Hewlett PO & Bleich MR (2004). The Reemergence of AcademicService Partnerships: Responses to the Nursing Shortage, Work
Environment Issues and Beyond. JPN, 20(5): 273-274.
Principles of
partnerships
soar.
Process of partnering described: Strategic planning—
what type of partnership if any should be established to
meet the stated goals? Identification of barriers and
how to eliminate them. Identification of motivators.
Investment of resources, risk sharing, and distribution of
revenues by and for both partners
Discussed: Why Partner? Potential Partners including
faith communities, civic organizations, governmental
supported orgs, health and human services orgs, and
community based health centers, business, media, and
philanthropy. Resources for partnership development.
The Development of A Partnership: 1) individual
inventory of each partner’s strengths and weaknesses,
Shared vision or purpose, writing the mission statement,
set goals for the group, plan projects, seek support,
community action, evaluation. Sustaining a partnership:
open forum for discussion and disagreement, inclusion
of key community members, knowing the history and
past experiences, shared responsibilities and
accountabilities and resources, regular group meetings,
celebration of success.
Key elements for success: trust and commitment with
common unifying goals.
Editorial proposing that developing academic-service
partnerships is part of the workforce solution. The
authors see “translational workers” emerging—“who
see a bigger picture, think through options for and
impact the care delivery changes, embrace solutions
that include policy development, utilize and value
research for promoting EBP with an eye toward
organizational systems and administrative best
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Principles of
partnerships
Kinnaman ML and Bleich MR (2004). Collaboration: Aligning
Resources to Create and Sustain Partnerships. JPN, 20(5): 310322.
Principles of
partnerships
Smith EL & Tonges MC. (2004). The Carolina Nursing Experience:
A Service Perspective on an Academic-Service Partnership. JPN,
20(5): 305-309.
Principles of
partnerships
Barger SE & Das E (2004). An Academic-Service Partnership:
Ideas that Work. JPN, 20(5): 97-102.
Principles of
partnerships
O’Neill EO and Krauel P (2004). Building Transformational
Partnerships in Nursing. JPN, 20(5): 295-299.
practices. “The need for reward by both was
identified—with fluidity between settings proposed.
Ralph Stacey’s organizational theory on complex
adaptive systems is extended as an event-driven
typology of behavioral strategies for problem solving in
academic-service partnerships. 4 Problem-Solving
Behavioral Strategies: toleration, coordination,
cooperation, and collaboration.
Questions to consider before developing a partnership:
1.Are the vision and goals of the partners compatible? 2.
Will each partner be able to meet and perhaps exceed
expectations? . 3Are the goals clear, measurable and
realistic for both? 4. Are there any areas of potential
competition? 5. Can the partnership augment the basic
goals and values of each party? What you need to know
to answer these ?s: 1. Knowledge re similarity of views
from both sides. 2. Knowledge re the same from various
levels of leadership on both sides. 3. Opportunity to
compare level of partnership across multiple affiliations.
4.Basis for whether one partner should receive greater
investment. 5. Suggestions for areas where action might
enhance partnership. Benefits: 1. Greater comfort in
each other’s environment.2. Champions emerge.3.
Faculty influence in the hospital and hospital influence
in the SON. 4. Expanded network, 5. Sharing of
resources.
7 initiatives discussed. Lessons learned: Trust is the key
to success. Leaders in both organizations must be
amenable to risk and willing to change. Key players
must make these ideas work and must be able to work
together.
5 things nurse leaders must do to advance partnerships:
1. Develop coherent institutional strategy. 2. Screen
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Principles of
partnerships
Herrin, D et al 2006. A Model Academic-Practice Partnership.
JONA, 36(12): 547-550.
Principles of
partnerships
Williams-Barnard CL, Bockenhaurer B, Domaleski VO, Eaton JA
(2006). Professional Learning Partnerships: A Collaboration
between Education and Service. JPN, 22 (6): 347-354.
Principles of
partnerships
Harvath TA et al ( 2007). Best Practices Initiative: Nurturing
Partnerships that Promote Change. Journal of Gerontological
Nursing, Nov: 19-26.
Principles of
partnerships
Caldwell, L, Luke G, Tenofsky L. (2007). Creating Value-Added
Linkages through Creative Programming: A Partnership for
Nursing Education. The Journal of Continuing Education in
Nursing, 38(1): 31-36.
Gillis CL and Fuchs MA (2007). Guest Editorial: Reconnecting
Education and Service: Partnering for Success. NO, 55 (2): 61-61.
Principles of
partnerships
potential partners against this strategy. 3. Assess core
competencies, assets and weaknesses of potential
partners. 4. Advance mutually beneficial strategies. 5.
Structure accountability to each other.
Discussion of the partnership that developed out of the
decision to close a hospital diploma program and
transition to BSN Programs. Creating a shared vision,
communication, transition leadership, resources, and
open sharing of problems were key to success
Survey of students and practicing nurses identifying
factors that fostered successful learning partnerships. 2
of 15 factors were statistically significant: compatibility
and competence.
Best Practices: 1. Each partner brings something unique
and valuable.2 Partners must be engaged at all levels.3
Participation by all members. 4. Long terms continuity of
the group must be considered. 5 suspend proprietary
issues so that work can be collaborative—not
competitive. 6. Honesty with each other 7. Respect for
each other and vulnerabilities. 8. Honest and clear is
estimating resources. 9. Freedom to ask and to say no to
each other. 10. Disagreements must be viewed as
positive—open dialogue. 11. Use facilitation if necessary
to resolve conflict. 12. Set the agendas together
Key elements of success: open communication, mutual
recognition and respect, clear expectations and clarity of
roles, flexibility and desire to own both the problems
and the successes.
Education-Service partnerships require a comprehensive
framework that clarifies goals, objectives, and
responsibilities. This framework should include:
governance structure for oversight, adequate resources,
strong commitment by all stakeholders, ongoing
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Principles of
partnerships
Stanley, J et al (2007). Implementing Innovation through
education-practice partnerships. NO, 55 (2): 67-73.
Principles of
partnerships
Engelke MK, Rose MA, Drake DJ, Marshburn D (2007). Building
and Sustaining the Bariatric Nursing Consortium. Bariatric Nursing
and Surgical Patient Care, 2(4): 285-290.
MacPhee, M (2009). Developing a Practice-Academic Partnership
Logic Model. NO, 57 (3): 143-147.
Principles of
partnerships
Principles of
partnerships
Lundeen S, Harper E, Kerfoot K. (2009). Translating Nursing
Knowledge into practice: an uncommon partnership. NO, 57(3):
173-175.
Principles of
partnerships
Burke K, Moscato S, Warner J (2009). A Primer on the Politics of
Partnership between Education and Regulation. JPN, 25(6): 349351.
Business
Perspectives on
Partnerships
Brown, D, White J, Leibrandt L (2005). Collaborative Partnerships
for Nursing Faculties and Health Service Providers: What Can
Nursing Learn from Business Literature? Journal of Nursing
Management, 14: 170-179.
evaluation.
CNL initiative: Keys to successful partnership: ongoing
dialogue between partners, a common vision, clarifying
direction and change, involving all stakeholders,
accepting change, a “ powerful guiding coalition and
anchoring”
Keys to success: effective leadership and mentoring,
establishing and following ground rules, garnering
internal and external support.
Testable logic model for academic-practice partnerships
described. Inputs include: partnership champions,
compatible philosophies, common vision, key
stakeholder commitment, shared goals and
responsibilities, dedicated time and resources. Activities
include: open and ongoing communications, shared
decision making, professional development. Outputs
include: action plans and strategic plans. Outcomes
include: successful completion of goals.
Described a partnership between Aurora Health Care,
Cerner Corporation, and UW-Milwaukee to implement
HIT into the cultures. Success was attributed to the
partner’s ability to: address complex issues; transcend
org boundaries; promote shared culture of innovation;
implement a shared governance structure.
DEU exemplar. Keys to building relationships:
communication, mutual need and goal setting, trust
building with regulatory agencies
Characteristics of sound partnerships from the business
literature: Mutual recognition and understanding of
each partner’s needs, expectations, capabilities, and
responsibilities; shared responsibility; interorganizational synthesis. Successful partnerships have :
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Business
Perspectives on
Partnerships
KaplanRS, Norton DP, Rugelsjoen B. (2010). Managing Alliances
with the Balanced Scorecard. HBR, Jan-Feb 2010: 114-121.
Business
Perspectives on
Partnerships
Successful Partnerships: A Guide from the OECD Leed Forum on
Partnerships and Local Governance.
www.oecd.org/cfe/leed/forum/partnerships
good reasons, high stakes, right people, right leadership,
strong balanced relationships, trust and respect, good
communication, formalization.
Anatomy of a Strategic Alliance: Value for both
stakeholders, customer value, speed and process
innovation, growth, collaboration, Living the alliance.
Living the alliance: ensure trust at all levels; execute
strategy with visionary leadership; align incentives for
employees, implement comprehensive IT strategy to
increase speed and collaboration. Collaboration: create
transparency and make best use of resources. Speed
and Process Innovation: do things right; leverage
expertise. Growth: create the right portfolio of products;
collaborate on decisions; improve investment
management; accelerate flow of products out
Guide on how to start partnerships, improving work
within partnership. Characteristics of good
partnerships—The partnership: enjoys political and
social acceptance; partners show determination and
accept practicalities; strong sense of ownership;
agreements based on identifiable responsibilities, joint
rights and obligations; partners take an inclusive
approach; strong commitment from each partner;
responsibilities and nature of collaboration are clarified;
directors are nominated by the partners; rules of
conduct including good communication, regular
attendance continuity are adhered to; recourses,
knowledge and ideas are shared; equal opportunities
are secured; adequate financial and human resources;
able to lever funding; firm foundation of good practice
in finance and HR; resources and energy committed to
monitoring and evaluation; a learning culture is
fostered.
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Benefits of
partnerships
Campbell, SL, Prater M, SchwartzC, Ridenour N (2001). Building
an Empowering Academic and Practice Partnership Model.
Nursing Administration Quarterly, 26(1): 35-44.
Benefits of
partnerships
Hewlett PO & Bleich MR ( 2004). Beyond Tradition: Synergizing
Intellectual and Material Capital to Forge New Academic-Service
Partnerships. JPN, 20(5): 285-294.
Benefits of
Partnerships
Clark, L. (2008). Partners in Practice. Nursing Management,
15(3): 12-13.
Benefits of
Partnerships
Warner, JR & Burton DA (2009). The Policy and Politics of
Emerging Academic-Service Partnerships. JPN, 25(6): 329-334.
New graduate
transition
Thomka, LA. (2001). Graduate nurses’ experiences of interactions
with professional nursing staff during transition to professional
role. Journal of Continuing Educ 32 (1); 15-19
Haas, BK et al (2002). Creating a Collaborative Partnership
between Academia and Service. JNE, 41(12): 518-523.
New graduate
transition
Benefits of partnerships The Mennonite College of
Nursing and Springfield Memorial Hospital In IL include:
recruitment, retention, continuing education,
professional development, research, synergism and
excitement
Benefits that were identified in 1990 by AACN still true:
strength and power in mutual goal setting, increased
visibility and esteem for nursing’s contribution to health
care delivery, maximization of resources, enhanced
opportunity to maintain relevancy in practice utilizing
current knowledge and skills for quality cost effective
care, improved more relevant cost effective education
of students and staff, increased generation of research,
development of patterns that lead to excellence. 3
Exemplars given
Benefits of partnerships between the Open University
and the Royal College of Nursing in UK included:
building strengths of both institutions; allowing the
pooling of knowledge, expertise, and resources;
enabling sharing of information; exerting greater
influence; improving organizational efficiencies;
providing greater opportunities for innovation.
Description of the Oregon DEU Experience. Politics and
Policies of Partnerships required new thinking: letting
go, accepting, and shifting
Perceptions of the transition with 16 new GNs. Some
guidance on orientation
Dev, implementation, and evaluation of preceptor
program between UT Tyler and area agencies. Junior
and Senior Students paired with RNs—sounds like
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New graduate
transition
New graduate
transition
New graduate
transition
Brockopp, DY, Hardin-Pierce M& Welsh, JD (2006). An AgencyFinanced Capstone Experience for Graduating Seniors. JNE,
45(4): 137-140
Harrison, TM et al (2007) Clinical Focus Program: Enhancing the
Transition of Senior Nursing Students to Independent Practice.
JONA 37(6): 311-317
The Advisory Board Company (2008). Bridging the PreparationPractice Gap. Volume I: Quantifying New Graduate Nurse
Improvement Needs.
New graduate
transition
The Advisory Board Company (2008). Bridging the PreparationPractice Gap. Volume II: Best Practices for Accelerating Practice
Readiness of Nursing Students.
New graduate
transition
Hofler LD. (2009). Nursing Education and Transition to the Work
Environment: A synthesis of national reports. JNE, 47(1): 5-8.
precursor to DEU
Capstone experience described in KY. Innovation lies in
the fact that agencies funded stipends. Outcomes
related to satisfaction.
Description of a 1:1 precepted clinical experience for
seniors that reduced orientation time and costs.
Wisconsin Nursing Redesign Consortium
Survey of 400 nursing school directors and over 3500
hospital based leaders on 36 competences. All 36
competencies need improvement. Top 10 priorities
nationwide : utilization of IT technologies, rapport with
patients and families, respect for diverse cultural
perspectives, patient assessment, customer service,
documentation, med admin, patient advocacy,
interdisciplinary team communication, accountability for
actions, ability to work as a team member, recognition
of when to ask for help.
Summary of survey data with polarized views on
practice readiness. Some strategies to close the gap:
targeted clinical rotations, expert clinical instruction,
exceptional student experiences—In summary a call for
a more collaborative approach.
Summary of national reports on the topic from 19952005. Common themes: Standardization of
credentialing, regulation and accreditation; Capacity and
infrastructure of educational system; collaboration and
integration; incentives in the workplace for developing
highly educated workforce; transition to work
environment. REcs included: Right kind of nursing
schools in the right places; a clear mission statement;
flexible, autonomous and structured post grad
programs; clear faculty role expectations; accelerated
programs; education and practice integration;
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collaboration and integration/cross-training.
New Grad
Characteristics
Candela L & Bowles C. (2006). Recent RN Graduate Perceptions of
Educational Preparation. Nursing Education Perspectives, 29 (5):
266-271.
New Grad
Characteristics
New Grad
Characteristics
Kovner, C et al (2007) Newly Licensed RNs Characteristics, Work
Attitudes, and Intentions to Work, AJN, 107(9): 58-70
Berkow S & Virkstis K (2008). Assessing New Graduate Nurse
Performance
Workforce
Development
Allen P, Schumann R, Collins C, Selz N. (2007). JNE 46 (4):170-176.
Workforce
Development
Joynt J & Kimball B. (2008). Blowing Open the Bottleneck:
Designing New Approaches to Increase Nursing Education
Capacity. White Paper RWJ.
Murray TA (2008). An Academic-Service Partnership to Expand
Capacity: What did we learn? Journal of Continuing Education in
Nursing, 39(5): 217-224.
Workforce
Development
Workforce
Development
Bleich M, Cleary B, Davis K. (2009). Mitigating Knowledge Loss—A
strategic imperative for nurse leaders. JONA 39(4): 160-164.
352 NLNs surveyed. Respondents felt that they were
inadequately prepared in pharm, clinical practice, L/M,
use of EMR. Felt better prepared for NCLEX than for
practice. Sample split evenly between AD and BSN. NSS
differences between groups.
NLNs relatively satisfied. Investing in better orientation
and management may be the key to retaining them
Survey from the Nursing Executive Center of the
Advisory Board. Assessment of 36 competencies. Most
competencies not met- pointed for need to prioritize
learning needs
2 alternative models offering solutions to nursing
shortage in Tx between SONS and acute care. Used
onsite nurses to clinically instruct students. Increased #s
of faculty and freed clinical space—increased capacity.
Concept of nurse as coach described. Sounds like
precursor to DEU.
Summary of complexity of nursing education capacity
and innovations to date.
Qualitative data from an evaluation of a partnership.
Many specific needs during a partnership learned from
students, CNOs and faculty. Suggestions focus on
guiding professional development opportunities,
assisting deans and faculty to expand capacity without
compromising quality, assisting CNOS to weigh risks with
outcomes.
Discussion of strategies to transfer knowledge through
workforce development: staff meetings, case mgt
huddles, written policies and protocols, listservs,
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bulletin board, email, mentors, unit based champions,
CE etc
The Center to Champion Nursing Initiative described
Workforce
Development
Workforce
Development
Reinhard SC & Hassmiller SB (2009). Partners in Solutions to the
Nurse Faculty Shortage. JPN, 25 (6), 335-339.
MacIntyre RC, Murray TA, Teel CS, Karshmar JF (2009).
Workforce
Development
Cramer M, Duncan K, Megel M, Pitkin S. (2009). Partnering with
Rural Communities to Meet the Demand for a Qualified Nursing
Workforce. NO, 57(3): 148-157.
Description of
Successful
partnerships
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partnerships
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partnerships
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partnerships
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partnerships
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partnerships
Barger SE & Crumpton RB (1991). Public Health Nursing
Partnership: Agencies and Academe. Nurse Educator, 16(4): 1619.
McClowry SG et al. (1996). A Comprehensive School Based Clinic:
University and Community partnerships. JSPN, 1(1): 19-26.
Description of the program
Keating SB (1997). Education and Practice Partnerships in
California. JPN, 13(6): 337-343.
Description of statewide program funded by RWJ
Colleagues in Caring
Boccuszzi NK. (1998). CAPNA:A New Development to Increase
Quality in Primary Care. Nursing Admin Qrterly, 23 (4): 11-19
Description of the program
Lough MA (1999). An Academic-Community Partnership: A
Model of Service and Education. Journal of Community Health
Nursing, 16(3): 137-143.
Wilson AH, Wold JL, Pittman, K. ( 2000). Primary Health Care for
Hispanic Children of Migrant Farm Workers. JPHC, 14:209-215
Description of program: Benefits include improved
health status, increased access to health promotion
services, and enhanced student learning.
Description of the program
5 strategies to strengthen relationships and build
capacity: re-envision nursing student-staff nurse
relationships, reconceptualized the clinical faculty role,
enhance development of school based faculty and staff
nurses working with students, re-examine depth and
breadth of the clinical component, strengthen EBP in
clinical nursing education.
Sound methodology and transparent process
Description of the program
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Description of
Successful
partnerships
Campbell M & Taylor JR. (2000). Academic and Clinical
Collaboration. Contemporary Nurse, 9: 211-219.
Article advocating collaboration between academic and
clinical nurses as a means of ensuring clinically relevant
research in Australia. Modles of collaborative practice
addressed.
Description of
Successful
partnerships
Dreher M, Everett L, Hartwig SM and Members of the University
of Iowa Nursing Collaboratory (2001). The University of Iowa
Nursing Collaboratory: A Partnership for Creative Education and
Practice. JPN, 17(3): 114-120.
Description of
Successful
partnerships
Description of
Successful
partnerships
Description of
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partnerships
Description of
Successful
partnerships
Hughes CB, Trofino J, O’Brien BL, Mack J, Marrinan M (2001).
Primary Care Parish Nursing: Outcomes and Implications. Nursing
Admin Qrterly, 26(1): 45-59.
Ellmers KL (2002). Developing an Educational Consortium: The
Portland Experience. Critical Care Nurse, 22: 60-69.
A description of several initiatives. In addition to the
creation of innovation, the partnership serves as an
“incubator” of ideas and innovation—engaging staff,
faculty and students in the development of new
products and services
Description of program. Outcomes include case finding,
case screening, case referral.
Description of
Successful
partnerships
Description of
Successful
partnerships
Description of
Successful
partnerships
Early work of OCNE
Jeanfreau SG & Tennyson M. (2003). Collaboration in the
Provision of Health Care to Low Socioeconomic People of New
Orleans. Journal of Multicultural Nursing & Health, 9(1): 27-33.
Kolb SE, Gilliland I, Deliganis J, Light KL (2003). Ministerio de
Salud: Development of a Mission Driven Partnership for
Addressing Health Care Disparities in a Hispanic Community.
Journal of Multicultural Nursing & Health, 9(3): 6-12.
Fauchald SK ( 2004). Using Academic-Community Partnerships to
Improve Health Care Services for Underserved Populations.
Journal of Multicultural Nursing & Health, 10(1): 51-56.
Heller BR & Goldwater MR ( 2004). The Governor’s Wellmobile:
Maryland’s Mobile Primary Care Clinic JNE, 43(2): 92-94.
Description of program
Campbell SE & Dudley K. (2005). Clinical Partner Model: Benefits
for Education and Service. Nurse Educator, 30(6): 271-274.
Model described where 1 faculty member supervised
two clinical groups with 2 adjunct instructors. Sounds
like precursor to DEU. Benefits are recruitment and
retention of staff and faculty.
Description of program. Outcomes included increased
access to health promotion services
Description of program. Outcomes included. Outcomes
included: increased provision of services in cost effective
manner
Description of program. Outcomes included innovative
clinical practice, research and educational opportunities
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Description of
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partnerships
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partnerships
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partnerships
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partnerships
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partnerships
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partnerships
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Description of program
McConnell E, Lekan D, Hebert C, Leatherwood L (2007).
Academic-Practice Partnerships to Promoted Evidence Based
Practice in Long-Term Care: Oral Hygiene Care Practices as an
Exemplar. NO, 55 (2: 95-105.
Horns PN, et al. (2007). Leading through Collaboration: A
Regional Acadmic-Service partnership that Works. NO, 55(2): 7479.
Levin et al (2007). Building Bridges in Academic Nursing and
Health Care Practice Settings. JPN, 23(6): 362-368.
Description of program
AACN (2008) AACN/UHC Nurse Residency Program
Description of Nurse Residency Programs
Adams LM & Canclini SB ( 2008), Disaster Readiness: A
Community-university Partnership. Online Journal of Issues in
Nursing, 13(3):
Lashley M (2008). Promoting Oral Health among the Inner City
Homeless: A community-academic partnership. Nursing Clinics of
North America, 43: 367-379.
Mezey, MD, Mitty EL, Buger SG. (2008). Rethinking Teaching
Nursing Homes: Potential for Improving Long Term Care. The
Gerontologist, 48(1): 8-15.
Action research evaluating partnership
Fetherstonhaugh D, Nay R, Heather M. (2008). Clinical School
Partnerships: the Way Forward in Nursing Education, Research,
and Clinical Practice. Australian Health Review, 32(1): 121-126.
Charlie F. (2008). “Women Care” in Vancouver’s Downtown
Eastside. Canadian Women’s Health Network, Spring/Summer :
27-28
Riley P (2008). Collaboration for Prevention of Chronic Disease in
Kentucky: The Health Education Through Extension Leaders
Program. Nursing Clinics of North America, 43( 329-340.
Description of partnership between VNA of NY and Pace
SON to develop a shared position to advance EBP
Description of program with clinical outcomes
Description of TNH project with goals for not only
improved long term care but also interdisciplinary
education and practice, research and dissemination of
EBP
Description of program
Description of program
Extension Health specialists have shared appointments.
Cooperative extension agents live in the community
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Description of
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partnerships
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partnerships
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partnerships
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partnerships
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partnerships
Faculty Practice
Weeks SM & Marshall J. (2008). Development of an EvidenceBased Practice and Research Collaborative Among Urban
Hospitals. Nursing Clinics of North America, 44: 27-31.
Kreulen G, Bednarz PK,Wehwein T, Davis J (2008). Clinical
Education Partnership: A Model for School District and College
of Nursing Collaboration. JOSN, 24(6): 360-369.
Pipe et al (2008). Implementing a Health System-Wide EBP
Educational Program to Reach Nurses with Various Levels of
Experience and Educational Preparation. Nursing Clinics of North
America, 44: 43-55
Glazer G, Ponte PR, Stuart-Shor E, Cooley M. ((2009). The Power
of Partnership: Addressing Cancer Health disparities through and
academic-service partnership. NO, 57: 123-131.
Description of program
Boettcher JH. (1989). Nurse Practice Centers and Faculty Job
Satisfaction. Nursing Connections, 2(3): 7-17.
Descriptive and correlational study with 124 nursing
faculty in 32 academically based practice settings. Job
Description of program
Description of program
With support of U-56 funding, the school and cancer
center developed a new 87-credit BSN-PhD program.
Describes the innovative program that includes
mentoring that leverages the research expertise and
scholarly resources of both institutions as well as a
community outreach component.
Yeh, ML, Rong JR, Chen ML, Chang SF, Chung UL (2009).
2 year study evaluating educational partnership in
Development of a New Prototype for and Educational Partnership Taiwan. High level of satisfaction for teachers, students,
in Nursing. JNE, 48(1): 5-10.
residents.
Jacelon CS, Donoghue LC, Breslin E (2010). Scholar in Residence:
Scholar in Residence Model. Outcomes include building
An Innovative Application of the Scholarship of Engagement. JPN, opportunities for faculty and staff scholarship,
26(1): 61-66.
enhancing the integration of knowledge into practice,
intensifying opportunities for knowledge sharing,
student learning experiences, faculty consultation.
Kirschling J & Erikson JI (In press). The STTI Practice-Academe
1 award winner and 7 honorable mentions :EBP,
Innovative Collaboration Award: Honoring Innovation,
incorporation of QSEN into undergraduate curriculum,
Partnership and Excellence.
simulation, Catholic Health initiatives, disaster nursing,
cross cultural education for palliative care in Romania.
Benefits and barriers to partnership discussed from
historical perspective.
14
Faculty Practice
Starck P, Walker GC & Bohannan PA (1991). Nursing Faculty
Practice in the Houston Linkage Model: Administrative and
Faculty Perspectives. Nurse Educator, 16(5): 23-28.
Faculty Practice
Arthur D & Usher K (1994). An Application of Nursing Faculty
Practice: clinical camps. JAN, 19: 680-84.
Faculty Practice
Tagg PI. (1995). Establishing a College Health Service in a College
of Nursing. Journal of American College Health, 44(3):
Gale, BJ (1998). Faculty Practice As Partnership with a Community
Coalition. JPN, 14(5): 267-71.
Faculty Practice
Faculty Practice
Barger, SE. (1998). Assessing School Readiness for a Practice
Arrangement Using Decision Tree Methodology. JPN, 14(6): 323328.
Faculty Practice
Nugent KE (1999). Faculty Practice—The Scholarship of
Application. JPN, 15(6): 328.
Faculty Practice
Novak, DA (1999). The Serendipity of Faculty Practice: Strategies
for Success. Nurse Educator, 24(1): 42-44.
Sawyer MJ, Alexander IM, Gordon L, JuszczakLJ, Gilliss C. (2000).
A Critical Review of Current Nursing Faculty Practice.
Faculty Practice
satisfaction was high. Centers described.
Faculty practice that occurs on a contractual basis
between the SON and agency. Benefits: faculty keep
current; exposure to workplace ensures curriculum in
relevant to practice; students have faculty member as
role model; faculty practice and research becomes the
expectation; ties with clinical agencies strengthened;
faculty knowledge base increases; agencies benefit from
highly knowledgeable faculty member at lower cost;
increased faculty competency leads to new grad
competency; recruitment of students as new grads;
increased revenues to SON and decreased costs to
agency.
Description of how camps provide opportunities for
faculty practice-clinical teaching, promotion of collegial
relationships, development of faculty, and research.
Contributors to Success: support of the Dean, central
college administration, American College Health Assoc
Description of the Escalante partnership with ASU and
community leaders. Student learning and elders health
outcomes improved.
Critical to the success of any practice arrangement is
that there be congruency between the schools
allocation of human resources and its rewards system.
A decision tree for assessing school readiness is
presented. Promotion and Tenure must value practice.
Editorial tracing the history of first attempts at faculty
practice in 1979. The Scholarship of Application
legitimizes faculty practice.
Strategies of success cluster in the categories of:
communication, credibility, contracting
35 articles reviewed using NONPF Guidelines.
Conclusions: Faculty practice has become an integral
15
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Beitz JM & Heinzer MM. (2000). Faculty Practice in Joint
Appointments: Implications for nursing staff development.
Journal of Cont Ed in Nursing, 31(5):
Bonnel, W et al (2000). Challenges and Strategies for Initiating a
Nursing Faculty Practice. Journal of the AANP; 12(9):353-359.
DiMarco MA (2000). Faculty Practice at a Homeless Shelter for
Women and Children. Holistic Nursing Practice, 14(2): 29-37.
Ward KA. (2001). Faculty Clinical Practice: Strategies for
Implementation and Evaluation. Nursing Forum, 36(4): 15-20
Krothe JS, Flynn B, Ray D, Goodwin S. (2000). Community
Development through Faculty Practice in a Rural Nurse Managed
Clinic
Pilon BA (2001). Vanderbuilt School of Nursing Faculty Practice
Program. Nursing Admin Quarterly, 26(1): 14-16.
DeGeest S. (2001). Academic Faculty Practice: Enrichment
through Synergism. Applied Nursing Research, 14 (1): 56-61.
Swan BA & Evans LK. (2001). Infrastructure to Support Academic
Nursing Practice. Nursing Economic$, 19(2): 68-72.
component of faculty role expectations at many SONS.
Workload remains a challenge for practice without
adequate compensation. Value has not been sufficiently
demonstrated. Integration of practitioner, educator and
researcher remains extremely difficult.
Faculty practice models: unification model, integration
model, moonlighting model all described. Description of
join appointments. Benefits and challenges discussed.
5 Qualitative case studies. Themes: Figuring it Out and
Responding and Getting a Handle on Things. Common
sense and good resources essential.
Describe role of PNP faculty member.
Careful upfront planning is critical to success of
implementation of a faculty practice in a surgical
preadmission clinic. Major challenge: recognition of
practice for promotion and tenure.
Description of the program
Description of practice with benefits: lower than
expected cost to care to improved disease mgt, high
patient satisfaction, and optimal student learning
experiences
UW Faculty Practice Model described as it relates to
Boyers Model of Scholarship.
Strategies for success include building a strong
infrastructure to support the practice initiative. Practice
infrastructure needs and functions were described.
Major infrastructure functions include: administrative
support, business planning and new ventures,
credentialing, finance, grants mgt, human resources, IT,
legal and risk mgt, marketing, media, PR.
16
Faculty Practice
Speziale HJ (2001). Faculty Practice in a Small Liberal Arts College.
Nurse Educator, 26(2): 84-89.
Faculty Practice
Williams K et al (2002). Faculty-Agency Partnering for Improved
Client Outcomes. JNE, 41(12): 531-534.
Faculty Practice
Edwards JB, Oppewal S & Logan CL. (2003). Nurse Managed
Primary Care: Outcomes of a Faculty Practice Network. Journal of
AANP, 15(12): 563-569.
Faculty Practice
Dracup K. (2004). Impact of Faculty Practice on an Academic
Institutions Mission and Vision. NO, 52(4), 174-178
Faculty Practice
Saxe, JM et al (2004) What is Faculty Practice? NO, 52(4): 166173
Chafetz L, Colling-McBride GM, White M (2004). A Nursing
Faculty Practice for the Severely Mentally Ill: Merging practice
with research. NO 52(4): 209-214.
Faculty Practice
Faculty Practice
Saxe JM et al (2004). Strategic Planning for UCSF’s Community
Health Nursing Faculty Practices. NO, 52(4): 179-188.
Description of how a small liberal arts college set up and
maintained a faculty practice in the mid-west. Boyer’s
Theoretical Framework was used
Partnership demonstration projects described.
Emphasis was placed on the need for faculty in practice
to be better educated about quality assurance
Mission, goals, nursing control, fiscal sustainability,
health care outcomes, and faculty role integration
described. Outcomes showed that mission and goals of
the SON were supported. The Faculty Practice Network
provided fiscal sustainability and health outcomes
improved.
Faculty practice is defined and challenges and realties
for the educational institution described. Strategies for
dealing with dissonance between mission and vision of
the university and demands of practice described:
identify market needs and create business plan; market
clinical services to increase diversity of payer mix;
improve billing and coding practices; create board of
advisors to spearhead philanthropy; establish contacts
with payers and community institutions for services;
secure external funding; create a presence in the
community.
Faculty practice defined and several examples described
Faculty practice described. Characteristics of success
included: trust among research and clinical faculty and
community partners; use of clinical data; relative
freedom from fiscal admin
The importance of well-articulated mission and vision
statements as well as the value of strategic planning in
developing faculty practices is highlighted along with a
description of several partnerships in the Bay area.
17
Faculty Practice
Faculty Practice
Faculty Practice
Faculty Practice
Suggestions for strategic planning are made.
Ament LA (2004). The Evolution of Midwifery Faculty Practice:
Historical overview of faculty practice. Description of the
Impact and Outcomes of Care. NO, 52: 203-208.
practice. Lessons learned: Importance of good business
infrastructure, importance of positive relationships with
physician colleagues; value of uncertainty. Two
benefits: modeling of EBP and potential for research.
Gillis CL (2004). Guest Editorial: Faculty Practice Comes of Age:
Key components of success: philosophical match to
Standing on the Shoulders of Giants. NO, 52: 161.
mission; operational challenges of infrastructure
development and maintenance, workforce and financial
stability; the pay off issues of educational program
quality, research productivity, practice innovations,
increased faculty and student satisfaction, and greater
engagement in the community.
Persily, CA (2004). Academic Nursing Practice in Rural West
Exemplar with benefits: integration of students into
Virginia. JNE, 43(2): 75-77.
practice, integration of research into practice, increased
faculty knowledge, integration of technological
advances into educational program, professional
advancement for faculty.
Forrester DA, O’Keefe T & Torres S. (2008). Professor in Residence Description of program between SON, Center of EBP,
Program: A nursing faculty practice. JPN, 24 (5): 275-80.
and a hospital
Academic
Nursing Centers
Academic
Nursing Centers
Barger SE & Bridges WC (1990). An Assessment of Academic
Nursing Centers. Nurse Educator, 15(2): 31-36.
Boettcher JH (1991). Nurse Practice Centers in Academe. Nursing
Management. April 1991: 65.
Academic
Nursing Centers
Barger SE (1995). Establishing a Nursing Center: Learning from
the Literature and the Experiences of Others. JPN, 11(4): 203212.
A profile of AHC in the first 5 years was summarized
based on survey data.
Calls to 111 possible sites of nursing centers revealed 40
existing centers with 212 associated faculty members.
Several centers planned. Regional variations existed
In 1995 academic nursing centers were believed to be
well positioned as cost-effective health care providers.
Success was determined by the ability to manage 7
major issues of implementation: funding, integrating the
center into the community, services, marketing, legal
and regulatory issues, faculty issues, and research
18
Academic
Nursing Centers
Academic
Nursing Centers
Academic
Nursing Centers
Academic
Nursing Centers
Academic
Nursing Centers
Academic
Nursing Centers
Starck PL, Mackey TA & Adams J (1995). Nurse Managed Clinics: A
Blueprint for Success Using the Covey Framework. JPN, 11(2): 7177.
Boettcher JH (1996). Nurse Practice Centers in Academia: An
Emerging Subsystem. JNE, 35:
Bear M, Brunell ML& Covelli M. (1997). Using a Nursing
Framework to Establish a Nurse Managed Senior Health Clinic.
Journal of Community Health Nursing, 14(4): 225-235.
Krothe JS, Flynn B, Ray D, Goodwin S (2000). Community
Development through Faculty Practice in a Rural Nurse-Managed
Clinic. Public Health Nursing, 17(4): 264-272.
Anderko L & Uscian M (2001). Quality Outcome Measures at an
Academic Rural Nurse Managed Center- A Core Safety Net
Provider. Policy, Politics and Nursing Practice, 2: 288-294.
Oros M et al (2001). Community Based Nursing Centers:
Challenges and Opportunities in Implementation and
Sustainability. Policy, Politics and Nursing Practice, 2(4): 277-287.
issues.
Covey’s 7 habits of effective people were used as a
framework for developing and building a nurse managed
clinic.
Forces stimulating the development of such centers
were faculty clinical practice, clinical learning
experiences, and service opportunities. Barriers were
time mgt and role ambiguity. Faculty job satisfaction
correlated significantly with the budget in this
descriptive and correlational study of 40 practice
centers.
Cox’s (1982) Interactional Model for Client Health
Behavior provided the framework for developing,
implementing and evaluating services at this clinic.
Lessons Learned: 1) Culture affects the way people
respond to ideas and outsiders;2)faculty practice in
communities occurs within dynamic settings and
political situations; community priorities do not always
match quantitative data re needs; clear communication
and negotiation skills are essential; clinic progress and
successes need to be shared in a timely and appropriate
way; the various systems in which faculty work often
have conflicting expectations; students need to be
accountable to the community for service and research;
consumer representation in decision making requires
perseverance and strategies for inclusion
Despite overwhelming odds against survival ( mostly due
to financial problems), patient outcomes are high
Major Challenges: staffing of the center, appropriate fit
of faculty with the center’s practice, level of clinical skill
and experience to meet productivity demands, faculty
productivity, business management, 3rd party
19
Academic
Nursing Centers
Academic
Nursing Centers
Barger SE (2004). Academic Nursing Centers: The Road from the
Past, The Bridge to the Future. JNE, 43 (2): 60-65.
Esperat MC, Green A, Acton C (2004). One Vision of Academic
Nursing Centers. Nursing Economic$, 22(6): 307-319.
Academic
Nursing Centers
Humphreys J, Martin H, Roberts B, Ferretti, C (2004).
Strengthening an Academic Nursing Center through Partnership.
NO, 52: 197-202.
DEU
Gotten J, Wotton K, Edgecombe K, Mason P (1999). Dedicated
Education Units: 2 An Evaluation. Contemporary Nurse, 8(4):
172-177.
Graham I (2002). Leading the Development of Nursing within a
Nursing Development Unit: The perspectives of leadership by the
team leader and a professor of nursing. International Journal of
Nursing Practice, 9:213-222.
Murray T (2005). Expanding Educational Capacity through an
Innovative Practice-Education Partnership. JNE, 46(7): 330-333.
DEU
DEU
reimbursement, university reputation within the
community, match of community needs, need to
integrate research.
Definition of ANC. History of ANC described.
Key factors to consider: complex set of objectives and
goals are often rooted in difficult and tenuous funding
arrangements; sustainability must b considered at the
offset; Penn Macy initiative well known as a model for
defining key success factors (alignment of org mission;
faculty model supporting practice in promotion and
tenure; level of commitment), dedicated full time nurse
managers are critical to success.
Description of center including purpose, mission,
administrative structure, research and quality
assurance, and challenges (combining clinical care,
teaching, and research; financial viability; operations
mgt).
From Australia, one of the first articles to describe DEUs
Three DEUs with 91 students was evaluated.
Narratives exploring characteristics of leadership that
empowered a nursing team in London to implement a
DEU
Demonstration project of DEU that expanded BSN
educational capacity by 75% in an accelerated program.
Components of the project included: using hospital paid
and donated master’s clinicians as faculty; online course
delivery for non clinical courses; employing a web
instructional designer to convert traditional course work
to online; renovating space to expand the nursing skills
20
DEU
Miller T (2005). The Dedicated Education Unit: A Practice and
Education Partnership. Nursing Leadership Forum, 9(4): 169-173.
DEU
Pappas S. (2007). Improving Patient Safety and Nurse
Engagement with a DEU. Nurse Leader, June 2007: 40-42.
DEU
Ranse K & Grealish L (2007). Nursing Students’ Perceptions of
Learning in the clinical setting of the DEU. JAN, 58(2): 171-179.
DEU: An Innovative Clinical partner Education Model. NO, 55: 3137.
DEU
Models of
Partnerships
Bunkers SS & Koerner JG (1990). The M-I-D-D-L-E-G-R-O-U-N-D: a
model for institutional integration. Nursing Connections, 3(1):
17-22.
lab.
Description of the DEU start-up including challenges:
staff not receptive to nursing students; lengthy and
expensive orientation and residency required of all new
graduates; high number of staff vacancies; excessive
complaints regarding care from patients, families,
physicians; faculty overextended; learning experiences
not met; complaints from other SONS; new role
expectations for staff, faculty, clinical nurse specialists.
Shared commitment to the DEU is essential.
Outcomes of a DEU measured. Expense to operate the
DEU was high than other M/S units. Turnover decreased
with new RN Graduates. Evaluation of reported med
errors has improved; falls have decreased; retention
improved for new RNs who rotated through the DEU.
Exploratory qualitative study in Australia. Three major
themes: acceptance, learning, reciprocity.
Evaluation of 3 year project. High student and nurse
satisfaction with increase in clinical capacity and
enrollment. The development of staff nurses as clinical
instructors, best practices to teach and evaluate critical
thinking and mix of student learners need continued
focus.
The middle ground between academia and service was
described: professional development for college credit;
shared faculty joint practice; nursing center with
consultation services for research; joint decision making;
group practice
21