Nursing Education and Nursing Services: Best Partners for Best Practice
2nd Annual Nursing Research & Evidence Based Practice Symposium
Promoting Nursing’s Future:
Building Bridges from Classrooms to Clinical Settings
November 5-6, 2010
Lauren R. Goodloe, PhD, RN, NEA-BC, Director Medical and Geriatric
Nursing VCU Health System & Assistant Dean for Clinical Operations
VCU School of Nursing, Richmond, VA
Greetings from Richmond, Virginia and
Virginia Commonwealth University
•
•
Richmond is the capital of the Commonwealth of Virginia and the center of a metropolitan
statistical area with more than 1.2 million residents.
•
Virginia Commonwealth University is a public, urban research university, supported by the
Commonwealth of Virginia to serve the people of the Commonwealth and the nation.
•
With more than $225 million in annual research funding, VCU is ranked by the Carnegie
Foundation as one of the nation's top research universities.
.
VCU is composed of two campuses: the 52.4-acre Medical College of Virginia (MCV) Campus, which
includes VCU Medical Center (VCUMC), located near the financial, governmental and retail district in
downtown Richmond; and the 88.2-acre Monroe Park Campus situated two miles to the west in the
historic Fan District.
•
The University takes its founding date of 1838 from the year in which the Medical College of
Virginia (MCV) was created as the medical department of Hampden-Sydney College. MCV
became independent from Hampden-Sydney in 1854 and state-affiliated in 1860.
VCU SON Founded in 1893
VCU SON
VCU SON – Programs
Traditional BS
Accelerated BS
RN-BS
Traditional MS, Accelerated MS and RN-MS
– Adult Health Primary NP
– Adult Health Acute NP
– Adult Health CNS
– Psychiatric Mental Health NP/CNS
– Nursing Administration and Leadership
– Child Health NP
– Women’s Health NP
– Family NP
– Nursing Educator
– Clinical Nurse Leader
Post-MS Certificate
PhD
BS-PhD
Nursing Education Building
VCU Health System
• VCU’s MCV Campus has the largest medical complex in the
state and the only comprehensive health sciences center.
• The VCUHS is one of the most comprehensive teaching
hospitals in the country.
• Ranked in the annual study, 100 Top Hospitals: Benchmarks
for Success, which identifies U.S. hospitals that deliver the
highest quality and most cost-efficient health care.
• VCUHS’s nursing services is designated as Magnet by the
American Nurses Credentialing Center (ANCC).
• 779 Licensed Beds, Level One Trauma Center
• 2100 RNs, 94 LPNs, 261 Care Partners
Academic-Service
Partnerships
Academic-Service
Partnerships are not
simply Hospital-School
Affiliations
Academic-Service Partnerships
• There are as many possible ways to formulate
academic-service partnerships as there are
potential partners
• Partnerships are about trusting, open
relationships and ongoing communication,
joint planning and day to day operations
• Recognize what your individual strengths are
and what you can do better as partners
• Beware of “Power Struggles”
Academic-Service Partnerships
•
•
•
•
Many Models
Academic Medical Center Models
Hospital-Community Partners Models
Blended Models
Work in
Progress
Living Next Door to one
another or within the same
university does not a
partnership make!
Story of One Partnership Model
• Early meetings and Discussions
• Start with a small very committed group of
people
• Must include the Dean and CNO
• Must include people who will work through
the details and day to day operations
Vision For The Partnership
As formal structural partnership will create a synergy
for continuous quality improvement in both the
education and practice of nursing. Furthermore, it will
advance an organizational model consistent with the
underlying philosophy of operation of an academic
Health Sciences Center as a component of a university.
Board Approved Positions Titles For
The Partnership
Nursing Services
Primary – School of Nursing
VP Patient Care services & CNO of VCU
Health System (VCUHS) AND Associate Dean
for Clinical Programs, SON
Dean of VCU School of Nursing AND Executive
Director for Academic Nursing, VCUHS
Director of Medical and Geriatric Nursing
AND Assistant Dean for Clinical Operations,
SON
Associate Dean for Academic Programs AND
Director of Academic Nursing, VCUHS
Director of Education and Professional
Development AND Assistant Dean of
Continuing Education, SON
Associate Dean for Doctoral Program and
Research AND Director of Clinical Research and
Evidence based Practice, VCUHS
Create Preferred Futures
Nursing is:
Knowledge Work
Nurses are not DOERS
who happen to think
But are
THINKERS who also do
Outcomes of our Partnership
The outcomes of our partnership have been many to include:
•Increase in number of staff serving as preceptors for
students >350/yr
•Increase in number of VCU SON students hired by the
VCUHS. 60% of all new grad hires are from VCU SON
•Joint Council Membership
•Development of Nursing Administration and Leadership
Graduate Track
•Work Study Program
•Hospital Funded Faculty Positions
•Improved student, faculty and staff satisfaction
Outcomes of our Partnership
The outcomes of our partnership have been many to include:
•State supported faculty salary increases
•Faculty, student and staff recruitment
•Creation of faculty practice affiliations
•Increase commitment of staff to student development
•AACN/UHC New Graduate Nurse Residency Program
•Joint Simulation Development
•Evidence Based Practice Internship and Scholars
Program
•Nursing Camps
Outcomes of our Partnership
The outcomes of our partnership have been many to include:
•Joint Capital Campaign for new School of Nursing
Building
•Increase in the number of hospital staff enrolled in RNBS, MS and PhD programs
•Creation of multiple internship programs
•Increase in the number of hospital staff serving in
adjunct faculty positions
•Successful Magnet accreditation
•Successful NLNAC accreditation
•Joint Research
Outcomes of our Partnership
STUDENTS
Summer Camps
OR Internship Program
Enrollment Data
1200
1000
800
600
Series 1
400
200
0
1990-91
1995-96
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2009-10
Staff
Partnered Courses
• Undergrad Leadership and Management Practicum
Course
• Nursing Admin and Leadership Graduate Track
• Senior Synthesis
• Curriculum Development
• EBP Course
Nursing Students as VCUHS Care Partners Spring, 2010
Of the 261 care partners 120 were VCU Nursing Students
Number of VCUHS Staff Enrolled in School
at VCU SON
100
80
60
40
2004
2007
2010
20
0
RN-BS
MS
Doctoral
AACN/UHC Nurse Residents
Number of new Nurse UHC/AACN Residents 2006-2010
and Number who were VCU Graduates
Residents
2006
60
VCU SON
Graduates
43
2007
51
32
2008
77
69
2009
86
65
2010
94
75
Total
368
284
Hospital Staff in Adjunct
Faculty Positions
VCUHS Staff Serving in Adjunct Faculty
Positions at VCU SON
Year
VCUHS Staff Percent
2006
Total
Number of
Adjunct
Faculty
67
33
49%
2007
55
22
40%
2008
55
31
56%
2009
93
56
62%
Our Research and Evidence
Based Practice Partnership
Journey
Research and EBP Builds The
Professional Practice Environment
–
–
–
–
–
–
–
–
–
Fosters autonomy
Promotes control over practice
Promotes nurse/physician teamwork
Reduces conflicts
Appreciates diversity
Values knowledge
Acknowledges disciplinary knowledge
Addresses effective communication
Creates an environment that focuses on high quality, safe,
effective, efficient, timely care
– Is concerned about patient and provider satisfaction
– Operationally links professional knowledge and improved quality
care
Shared Beliefs - Nursing Research
•
•
•
•
•
Builds Knowledge
Tests and refines Knowledge
Improves patient care
Advances nursing science
Provides evidence for nursing’s contribution to
care outcomes
• Fosters opportunities for collaborative work
with other disciplines
Creating a Joint Culture of Inquiry
• Integrating Research into goals, mission and
strategic initiatives.
• Establishing performance expectations and
evaluation of practice that include levels of
evidence.
• Integrating concepts and models related to EBC
in governance structures.
• Developing a research Infrastructure.
• Recognizing and rewarding the development
and use of all evidence.
Nursing Research: Multiple Paths
• Performance
Improvement
• Evidence –based
Practice
• Research
Performance Improvement - Definition
• PI, or performance improvement, is a
problem-solving system for achieving
improvements in specific local problems based
on local data and interventions developed for
the specific clinical situation; “systematic,
data-guided activities designed to bring about
immediate improvement in healthcare
delivery in particular settings.”
Performance/Quality Improvement
• At the Unit Level
• People working together to improve
practice.
• Focus on improving practice
performance, including changes in
care delivery modalities ( team vs.
primary nursing), systems supports
(electronic record.
• Usually clinical projects that use
research findings to improve care.
• Address a clinical problems
(e.g. Pain management; use of
catheters.
Evidence Based Practice Definition
• Evidence-based practice (EBP) is a problemsolving approach for applying relevant
evidence to local problems, with interventions
based on comprehensive review and synthesis
of credible best evidence. The conscientious
use/integration of the best research evidence
with clinical expertise and patient preferences
in nursing practice.
Levels of Evidence
(Melynk and Fineout-Overholt, 2005)
• Level 1 : evidence from systematic
review – meta analysis of all relevant
control trials or evidence based practice
guidelines based upon RCT’s.
• Level 2: evidence obtained from at least
one well designed randomized clinical
trial (RCT).
• Level 3 : Evidence obtained from well
controlled clinical trials without
randomization ( quasi experimental).
• Level 4: evidence from non experimental
studies e.g. case control or cohort
studies.
EBP Levels continued
• Level 5: Evidence from
systematic reviews of
descriptive /qualitative
studies.
• Level 6: Evidence from
single descriptive/
qualitative studies.
• Level 7: Evidence from
opinion of authority or
experts.
Research - Definition
• Research is a system for generating new
knowledge based on systematic investigation
that may extend beyond the local setting;
outcomes may or may not be applied to the
local setting. A systematic investigation,
including research development, testing and
evaluation, designed to develop or contribute
to general knowledge.
Nursing Research will …
• provide new opportunities for
discovery and innovation
• which in the end will enhance the
work environment,
• build new knowledge to improve
care,
• increase the visibility of nursing's
contributions to care and
• enhance high quality, safe, cost
effective, timely outcomes for
patients and their families.
Informative Process…Can Not have
one without the other
Research
Practice
Knowledge
Quality, efficient,
Timely
safe ,
Cost effective
Patient care
VCUHS Nursing Inquiry Process
Box E1
Finalize team
membership
and schedule
conferences
Box E2
Assess
translation
of evidence
into
practice
setting
Box E3
Create
action
plan
and
implement
change
Box E4
Evaluate
outcome
and/or
impact
Box E5
Report
results
to
decisionmakers
Box E6
Adopt
change
and
identify
next steps
If answer is yes,
proceed to EBP
Project.
Box 1
Initial
question
Box 2
Unit
or
department
resource
Box 3
Assemble
initial
project
team
Box 4
Focus
the
question
Box 5
Appraisal
of
literature
Box 6
Adequate
evidence?
Box 7
Disseminate
If answer is no,
proceed to research
project
Box R1
Contact NRAC or
NRF
Box R2
Assign
mentor
Box R3
IRB
proposal
Box R4
Data
collection
Box R5
Data
analysis
Box R6
Impact
and/or
outcome
New Knowledge Facilitation Model
Professional
Professional
Development
Development
Programs
Programs
Director,
Director,
Nursing Research/
Nursing Research/
Nursing Research
Nursing Research
Facilitator
Facilitator
Nursing Research
Nursing Research
Budget
Budget
Nursing
NursingResearch
Research
Nursing Research
Mentors
Mentors
IRB
IRB
Library Systems
Library Systems
Support
Support
Nursing Research
Nursing Research
Advisory Council
Advisory Council
New
NewKnowledge
Knowledge&&
Innovation
Innovation
Information
Information
Systems Support
Systems Support
Nurse Clinicians
Nurse Clinicians
Center
Centerfor
forClinical
Clinical&&
Center for Clinical &
Translational
Translational
Research
Research
General Clinical
General Clinical
Research Center
Research Center
Professional
Professional
Professional
Advancement
Advancement
Advancement
Program
Program
Program
CNO/
CNO/
Director/Nurse
Director/Nurse
Manager Support
Manager Support
VCU
VCUSchool
Schoolof
of
VCU School of
Nursing
Nursing
Partnership
Partnership
Nursing Partnership
Evidence Based Practice
• Choose a Model:
• Johns Hopkins Model
Puts some structure to your processes
Provides guidance tools
Allows for common language
EBP Facilitation Model
EBP Education
And
Resources
Director,
Nursing Research
Nursing Research
Facilitator
EBP Budget
Nursing Research
Advisory Council
EBP Mentors
Clinical
Library Systems
Support
Guidance Documents
Evidence
Based Practice
EBP Internship &
Scholars Program
Information
Systems Support
Nursing Services
& Divisional
Practice Councils
UHC Nurse
Residency
Program
VCU School of
Nursing
Partnership
EBP Subcommittee
of ELC
Nurse Clinicians
Professional
Advancement
Program
CNO/
Director/Nurse
Manager Support
VCUHS Nursing Inquiry Process: Fecal Management Practice In ICU Patients
Box 1
Initial question:
Analysis of patient
experience with adverse
outcome lead to question
“What patient monitoring is
required when a FMS is in
place for a prolonged
period of time?”
Box 2 Unit/Department
Resource:
Staff involved in caring
for the index patient
brought the question
forward to the Critical
Care Professional
Practice Council
(CCPPC).
Box 3 Assemble Initial
Project Team:
Representative from the
Wound Care Team and a
subgroup of CCPPC
members formed initial
project team.
Manufacturer’s recommend that a
digital rectal exam be performed
prior to inserting the FMS. Digital
rectal exam not part of current
procedure. Literature supported
need for EBP project.
Box 6
Adequate
evidence
?
Box 5 Appraisal of literature:
Reviewed existing policy,
Manufacturer’s instructions for
current devices, national
standards, and literature search
using PubMed
Box 4
Focus the question:
FMS primarily used to
prevent skin
breakdown. Need to
determine if policy &
procedure for FMS
EBP and approp. to
meet primary goal.
Box E1
Finalize team membership
and schedule conferences:
Representative from
Materials Management
department joined project
team so that appropriate
products could be reviewed.
Box E2 Assess translation of
evidence into practice setting:
Policy/procedure change
process initiated.
Three devices identified and trial
recommended.
Recommended creation of Skin
Bundle for all ICU patients.
Box 7
Disseminate
Box E6
Adopt change and
identify next steps
Box E5
Report results to
decision makers.
Box E3 Create action plan and
implement change:
Box E4 Evaluate
outcome and/or impact
Changes to policy/procedure
submitted and approved at
hospital level.
Device trial completed, product
selection completed, staff training in
process.
Skin Bundle for ICU patients
developed, approved by CCPPC, and
implementation planned for April 2010.
Will monitor patient
outcomes once
implementation
complete.
Future Steps
Differentiate PI, EBP and Research for
Your Organization
PI
EBP
Research
Problem-solving
system
Focus
Analyze
Develop
Execute
Comprehensive
literature review
Systematic
investigation designed
to “develop and
contribute to
generalizable
1
knowledge”
Required for
regulatory
standards?
Joint Commission
requirement;
modified as
appropriate to the
scope of work), pay
for performance
programs, Center for
Medicaid and
Medicare Services
(CMS)
No
Local practice
assessment
No
No
No
Critical appraisal of
all sources of
evidence (e.g.,
evidence summaries,
primary research)
Yes
Yes
Original research
conducted
Clinician (local), ELC
EBP Steering
Committee
Clinician
(local),nursing
research facilitator,
nursing research,
advisory council
IRB review?
Data source
Outcomes applied
locally?
Resources
Yes
Clinician (local),
performance
improvement,
department (health
system), Nursing
Quality Outcomes
Council (nursing
level)
Yes or No
Differentiate PI, EBP and Research for
Your Organization
PI
EBP
RESEARCH
Local Examples at
VCUMC
ICUs: UTIs
L&D: Foley Catheter Insertion
Procedure
MRICU: Evaluation of pain scales in
the critically ill patient
Problem solving
system
Focus- incidence of UTIs
Analyze- Quarterly Patient
Assessment & Chart data
extraction
Develop- standard of care
Execute- rollout recommendations
Comprehensive literature review
including review of
manufacturer’s guidelines
regarding testing of foley
balloon prior to insertion
Comparison of validity and reliability of
6 different pain assessment
scales in the adult sedated and
ventilated population
Required for
regulatory
standards?
CMS standard- hospital acquired
conditions are not billable
Not a regulatory issue
Not a regulatory issue
IRB review?
Not required to go through IRB
IRB review is not required for
literature review
Yes. IRB approval required for human
subject research
Data Generated
from
Data generated locally
Data generated from critical appraisal
of all literature reviewed
(Lippincott, research articles,
manufacturer’s guidelines)
Ongoing data collection through
conduct of original research
Outcomes applied
locally?
Standardization of documentation,
products & treatment
resulted in a decreased
incidence of hospital
acquired UTIs
Recommendations disseminated
through Professional Practice
Council and revision of hospital
policy
May be applied locally to MRICU and
other VCUHS adult ICUs; may
be disseminated internationally
through publication
Integrate PI, EBP, Research Into Your
Organizational Process, Practices and
Evaluation
•
•
•
•
•
•
•
Clinical Ladders
Internships
Student Experiences
Evaluations
Residency Programs
Joint Staff/Faculty Research
Support Staff in Doctoral Programs
Contributed to Clinical Ladder Advancement
Domain 2: Assuring Quality Care
(Evidence Based Practice and Research)
Clin I
•Demonstrates an awareness of current unit based practice goals and
nursing care guidelines/policies and procedures and incorporates these into
practice.
•Identify that current best evidence is the basis for nursing care
guidelines/policies and procedures.
•Seeks out and utilizes resources to help identify nursing practice issues,
including those that require evidence-based evaluation/research.
Clin II
•Validates nursing practice based on current best evidence.
•Asks clinical questions related to nursing care of patients and demonstrates
ability to locate and obtain evidence to answer clinical questions.
•Shares the synthesis of current best evidence with peers and others.
•May participate in research activities.
Contributed to Clinical Ladder Advancement
Domain 2: Assuring Quality Care
(Evidence Based Practice and Research)
Clin III
•Questions clinical practice at the unit and/or department level and incorporates the use of
current best evidence, clinical judgment and patient values/preferences.
•Initiates steps towards problem resolution based on current best evidence; seeks
collaborative relationships that can lead to effective research partnerships.
•Contributes to the revision and development of unit and/or department nursing care
guidelines and/or policies and procedures based on current best practice.
•Consistently shares the synthesis of current best evidence at the unit and/or department
level.
Clin IV
•Acts as resource for and role models the use of evidence-based nursing practice.
•Contributes to or may facilitate other in revising and developing clinical practice and/or
nursing care guidelines for specific patient populations using current best evidence.
•Evaluates unit or department-based clinical or administrative outcomes following
implementation of evidence-based policies and procedures; disseminates findings as
appropriate.
•May participate as a member of a research team involved in design and implementation of
clinical studies.
Creation of Clinical Nurse V Level
on The Clinical Ladder
Keeping MS Prepared Nurses At The
Bedside
Clinical Nurse V Criteria
•
•
•
•
•
•
•
Years of practice – 5+
Certification status – Must be certified
Education level: MS in Nursing
Involvement in professional organization
Focus on EBP
Strong “leadership” roles
Submit for publication of article/poster/podium
presentation
• Affiliate faculty for VCU SON
EBP Internship and Fellows Program
EBP Internship and Fellows Program
Joint Faculty/Staff Research
Joint Faculty/Staff Research
VCU School of Nursing NIH funding
and Ranking
•
•
•
•
•
•
•
•
•
•
•
•
Year
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Funding Amount
$25,305
$554,000
$1,02,538
$1,573,511
$1,640,058
$2,701,993
$1,785,390
$2,006,125
$1,846,075
$2,224,669
$2,506,742
Ranking
84th
43rd
35th
26th
25th
14th
27st
21st
23rd
21st
Not yet available
Partnership Role in
Accreditations for both the
Hospital and SON
VCU School of Nursing
and
VCUHS Nursing Services
The relationship between
the School and Nursing
Services was cited by the
site visitors as the most
significant strength of the
application for Magnet
status in 2006.
The partnership is
highlighted throughout the
VCUHS 2010 Magnet
Redesignation document.
Nursing Research Highlighted in
VCUHS Magnet Document
• 2006 Submission – 10 Research Study
Abstracts and 0 EBP projects Included in the
document
• 2010 – Submission – 45 Research Study
Abstracts and 50 EBP projects Included in the
document
NLNAC 2009 Accreditation
• Partnership was sited as a significant strength
of the VCU SON.
• Visitors met with the entire nursing leadership
of the hospital.
• Dr. Goodloe assigned to the clinical site visitor.
Joint Capital Campaign for
New School of Nursing Building
Nursing Education Building
Potential “New Home”
West Hospital
School of Nursing Building
Photo: Alain Jaramillo
Second Floor Lounge
Photo: Alain Jaramillo
Virtual IV Room
Given by MCV Hospital Auxiliary
State of the Science Classroom
Photo: Alain Jaramillo
Simulation Development
Meti Man and Maggie
Recommendations – IOM Future of
Nursing Report
• Academia and Service must partner if we are
to be successful creating this preferred future.
IOM Future of Nursing Report
•
•
•
•
•
Key Topic Areas
1)Improve nursing education.
2)Remove scope of practice barriers.
3)Foster interprofessional health care teams.
4)Make workforce planning more effective by
developing better data collection and a more
effective information infrastructure.
Key Topic #1: Improve Nursing
Education
• To ensure the delivery of safe, patientcentered care across settings, an improved
nursing education system is critical.
• To respond to these increasing demands,
nurses must achieve higher levels of education
and training. Education should include
opportunities for seamless transition into
higher degree programs
Key Topic #2: Scope of Practice
• The variability of scope-of-practice regulations across
states may hinder nurse practitioners from giving
care they were trained to provide and contributing to
innovative health care delivery solutions.
• Although some states have regulations that allow
nurse practitioners to see patients and prescribe
medications without a physician’s supervision, for
example, a majority of states do not.
• The federal government is well suited to promote
reform of states’ scope-of-practice laws by sharing
and incentivizing the adoption of best practices.
Key Topic #3: Foster Interprofessional
Health Care Teams
• As leaders, nurses must:
• Act as full partners with other health care professionals
• Be accountable for their responsibility to deliver highquality care
• Work collaboratively with leaders from other health
professions
• Identify and propose solutions to problems
• Devise and implement plans for improvement
• Participate in health policy decision-making
Key Topic #4: Workforce Planning
• Nurses must plan for fundamental, wide-ranging changes in
the education and deployment of the nursing workforce will
require comprehensive data on the numbers and types of
nurses currently available and required to meet future needs.
• Once an infrastructure for collecting and analyzing workforce
data is in place, systematic assessment and projection of
nursing workforce requirements will be needed to inform
necessary changes in nursing practice and education.
• These programs should prioritize systematic monitoring of the
supply of health care workers across profession, review of the
data and methods needed to develop accurate predictions of
future workforce needs
Summary
• Nurses are committed to delivering highquality care under current regulatory,
business, and organizational conditions.
• The power to change those conditions to
deliver better care does not rest primarily with
nurses.
• Responsibility also lies with governments,
businesses, health care institutions,
professional organizations and other health
professionals, and the insurance industry.
Summary (continued)
• The committee’s recommendations are directed to
policy makers; national, state, and local government
leaders; payers; researchers; executives; and
professionals, including nurses; licensing bodies;
educational institutions, and philanthropic and
advocacy organizations.
• Together, these groups have the power to transform
the health care system to provide seamless,
affordable, quality care that is accessible to all,
patient centered, evidence based and leads to
improved health outcomes
National Summit on Advancing Health
through Nursing
• On November 30 and December 1, 2010, IOM and RWJF will
begin the next important phase of this project, and begin to
tackle the challenges of translating the report’s
recommendations into action.
• The goal is to create a robust plan that will become a
Foundation priority for 2011 and beyond.
• The summit will bring together diverse leaders from every
sector to discuss the implications of the recommendations
from the report.
• Participants at the Summit will be asked to work with
appointed stakeholders to chart a course for successful
implementation of these recommendations
Value of Partnership
•In Our Own Words
Partnership Quotes
“My partnership with VCUHS and in particular, the critical care units has
been crucial to the success of my program of research. From the beginning
more than 20 years ago when we began asking specific clinical questions
with unit clinicians about routine endotracheal suctioning practices to
today when we are evaluating practices to improve outcomes for
mechanically ventilated patients, our research-clinical partnership has
been essential. This partnership allows us to stay grounded in important
clinical questions, provides an unparalleled clinical environment and
access to subjects, as well as nursing staff that is overwhelmingly
supportive and enthusiastic about our research projects. The combination
of research and clinical expertise supported by this partnership has
resulted in significant changes in practice and improvements in patient
outcomes.” –
Mary Jo Grap, PhD, RN, ANP, FAAN, Nursing Alumni
Endowed Professor, VCU School of Nursing
Partnership Quotes
“Quite simply, I could not do the complex critical care
research I have been federally funded for without the
collaboration of the nurses and other providers at
VCUHS. Over the years I have been at VCU, I have
been astonished at the level of interaction between
School of Nursing faculty and practicing nurses. I
think the relationship is truly one of mutual respect,
admiration and support of each other’s work and
research interests (both academic and at the
bedside).”
– Cindy Munro, PhD, RN, FNP, FAAN, Nursing
Alumni Endowed Professor, VCU School of Nursing
Partnership Quotes
“The quality of our School of Nursing and the relationship
that it has
developed with the health system has changed my life and has allowed me
to take advantage of opportunities in a way that I never thought possible.
Doctoral education and research for me has always been a dream. The
School of Nursing and the health system have worked together to offer
scheduling and financial support to make my dream a reality. I have
received a high-quality doctoral education, which has changed my ability
to think, process information and work with data. I am working on my
dissertation with a focus on nurse decision-making and patient safety. I
hope in some small way my work will help give back to the school and the
health system for all the things they have given me.”
– Kathy Baker, PhD(c), RN, director of resource management, VCUHS, and
adjunct faculty member, VCU School of Nursing
Partnership Quotes
“The partnership allows me to develop staff professionally and help them
see how far they have come. By involving them in the education of
students, we are able to teach them how to mentor new professionals. in
an environment that does not have the same risks associated with a new
hire. The involvement of the VCU School of Nursing faculty members and
students in our clinical environment helps to push clinical practice to the
next level. They bring forward the current evidence and ask the questions
that help us look at our practice and update it as needed. They also help
keep staff from falling into the pattern of doing the same thing all the
time, even if it is not working. By having to explain what they are doing
and why to students, staff are kept grounded in research and evidencebased practice.”
– Heather Craven, MS, RN, CMSN, nurse clinician, VCUHS, adjunct
faculty member, VCU School of Nursing, and doctoral
student, Medical University of South Carolina
Partnership Quotes
“The School of Nursing faculty and students are direct beneficiaries of this
partnership. Our faculty gain from the partnership as we work jointly to develop
clinical expectations and learning experiences for our students from
undergraduate through doctoral level. The participation of direct care nurses,
nurse managers, nurse clinicians, nursing directors and advance practice nurses as
classroom and clinical faculty members creates a dynamic exchange with full-time
faculty that results in cutting-edge educational experiences for students while
simultaneously grounding them for current practice. Furthermore, our doctoral
program is enhanced by the presence of current clinicians as they engage as
students in formal education to become scientists engaged in biobehavioral clinical
research. Additionally, the partnership that creates the presence of students and
faculty in the clinical setting, from the pre-licensure through the experienced nurse
becoming a scientist, creates a dynamic that is a magnet for nurses to continue
their formal education because it is simply a visible part of the culture of the
organization rather than simply an administrative mandate. “One.”
– Nancy Langston, PhD, RN, FAAN, dean and professor, VCU School of Nursing
All our dreams can
come true – if we
have the courage to
pursue them – Walt
Disney
Contact Information:
Lauren R. Goodloe, PhD,
RN, NEA-BC, VCU Health
System/VCU SON
(804) 628-0027
lgoodloe@mcvh-vcu.edu