Academic/Clinical Partnership and Collaboration in Quality and Safety Education for Nurses Education

Didion, Judy; Kozy, Mary A.; Koffel, Chris; Oneail, Kristin

doi:10.1016/j.profnurs.2012.12.004

Cited by 26 publications

(13 citation statements)

References 4 publications

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“…The American Association of Colleges of Nursing-Carnegie Foundation Nursing Education Study Survey Instrument (AACN-CFNESI) was administered between December 1, 2006 and March 5, 2007 to nurse faculty in the United States teaching pre-licensure undergraduate nursing programs. Didion et al (2013) reported "The Carnegie Foundation work found that too great a gap exists between what nurses learn in school and what is needed in practice. While nursing knowledge is becoming increasingly complex, it needs to focus in ways that are relevant, so that the transition from graduate to competent practitioners occurs quickly.…”

Section: Measurement Instruments and Reported Outcomesmentioning

confidence: 99%

Advancing Interprofessional Collaboration in Nursing Education

Hebert¹

2015

AJH

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The purpose of this qualitative case study was to describe and understand the process of nurse educators teaching interprofessional collaboration to student nurses in a Louisiana pre-licensure baccalaureate-nursing program. Components of the theoretical framework for the study included Ray's theory of bureaucratic caring, complexity theory, and transformational learning theory. As interprofessional collaboration is gaining momentum in the healthcare environment, nurse educators can be key players in a teaching-learning dynamic that encourages positive patient outcomes and a changing healthcare paradigm. Findings indicated the majority of nurse educators describe their role in preparing students for interprofessional collaborative practice using classroom, clinical and simulation teaching strategies. Clinical environments were most often described as settings in which students gain the most knowledge through actual participation with the interprofessional team. Findings from this study indicate a need for curriculum changes and enhanced faculty development programs on interprofessional collaboration in nursing education. Nurse educators and nursing programs can learn from this case study to develop teaching strategies to promote conducive interprofessional collaborative learning environments aiding students in the preparation for professional nursing practice.

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Section: Measurement Instruments and Reported Outcomesmentioning

confidence: 99%

Advancing Interprofessional Collaboration in Nursing Education

Hebert¹

2015

AJH

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“…It is vital that education programmes prepare students for working in professional environments (Esmaeili et al ). This education also needs to be sufficiently focused and relevant so that students can become competent practitioners quickly and safely (Didion et al ). Student nurses undertake education in various environments: as part of the undergraduate nursing curriculum and as part of their clinical experience.…”

Section: Introductionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses’ perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses’ perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

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“…As QSEN competencies have been embedded into nursing programs via the American Association of Colleges of Nursing Essentials series to better prepare nurses to improve the quality and safety of the systems for which they work (Cronenwett et al, 2009), nurses are learning to question systemsrelated factors that influence quality and safety (Didion, Kozy, Koffel, & Oneail, 2013). According to Dolansky and Moore (2013), systems thinking is critical to applying QSEN competencies because it expands the effects of nursing care beyond individuals to systems-level outcomes.…”

Section: The Qsen Competencies and Systems Thinkingmentioning

confidence: 99%