This article describes an academic-clinical partnership program between a school of nursing and an American Nurse Credentialing Center Magnet®– and National Cancer Institute–designated Comprehensive Cancer Center based on a shared vision and multifaceted for optimal new graduate operating room (OR) recruitment and use of clinical partner resources. The program, now in its 3rd year, has a 100% retention rate among the cohorts. Implementing a multifaceted OR partnership program based on nursing theory is a strategy for workforce development to increase retention of new graduate OR nurses.

The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course ( n = 16), a Master of Social Work fieldwork internship ( n = 2), a Master of Library Science internship ( n = 1), or a Master of Public Health practicum ( n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.

Serious illness creates a need for financial and legal support for individuals and their families. Nonmedical issues are often as pressing on them as their medical concerns. Clinicians must have a basic understanding of meeting those needs of advance planning, income and family maintenance, access to insurance, and family preservation within the context of culturally appropriate care. Knowledge of community and faith-based resources to meet the nonmedical needs of the palliative care patient is an essential aspect of care. Since these are often unknown to patients and their families, the clinician must know how to guide patients through the morass of cultural and legal requirements for this purpose.