Academic practice partnerships

Mehigan, Sinead; Pisaneschi, Laura; McDermott, Justin

doi:10.4324/9780429458637-5

Facilitating Learning in Practice 2019

DOI: 10.4324/9780429458637-5

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Academic practice partnerships

Sinead Mehigan¹,

Laura Pisaneschi²,

Justin McDermott³

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Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study

Raustøl,

Amsrud,

Skaug

et al. 2024

Nursing Open

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AimTo explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes.BackgroundClinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored.DesignThe study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model.MethodsTwenty‐seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis.ResultsTwo main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring.ConclusionsMentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors.Relevance to Clinical PracticeActive collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic–practice collaboration provide a community of practice on mentoring for nurses.Patient or Public ContributionThe result of the research was shared and discussed with stakeholders prior to submitting the article for publication.

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Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study

Raustøl,

Amsrud,

Skaug

et al. 2024

Nursing Open

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Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation

North

2024

American Journal of Evaluation

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A method called multi-attribute utility analysis (MAUA) provides a decision-making framework that facilitates comparative analysis of multiple real-world decision alternatives with unique complex attributes. Utility analysis as a measure of effectiveness has been minimally used by educational researchers to date, despite clear relevance in complex decision-making. To illustrate its viability, the application of MAUA was modeled for two example academic programs with diverse partnership priorities as a form of assessing academic–clinical partnership alignment. Simulated application indicates MAUA may be successfully utilized as an evidence-based methodological framework. The presented example is illustrative of the wide-spanning potential for this approach in different contexts, as predicted and recommended by experts in the field. Evaluators are encouraged to collaborate in new ways and strive to produce tangible, solution-oriented approaches to address key challenges and demonstrate the value of sound evaluation practices.

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Klinik ortamlarda akademik ebelik ölçeği (KOAEÖ) Türkçe uyarlaması: Geçerlilik ve güvenilirlik çalışması

İÇKE

ÇAĞAN

GENÇ

2023

Adıyaman Üniversitesi Sağlık Bilimleri Dergisi

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Amaç: Klinik Ortamlarda Akademik Ebelik Ölçeği’nin Türkçe geçerlilik ve güvenilirlik çalışmasını yapmak ve ölçeğin Türkçe formunu kullanıma sunmaktır. Gereç ve yöntem: Metodolojik tipte bir araştırmadır. Araştırmada 163 ebelik öğrencisine ulaşılmış, veri toplama araçları olarak “Birey Tanıtım Formu” ve “Klinik Ortamlarda Akademik Ebelik Ölçeği” kullanılmıştır. Bulgular: Doğrulayıcı Faktör Analizi sonucuna göre ölçeğin yapısal denklem modelinin p=0.000 düzeyinde anlamlı ve ölçeği oluşturan 10 maddenin iki faktörlü ölçek yapısıyla ilişkili olduğu saptanmıştır. Ölçeğin Kuder Richardson-20 katsayısı 0,886 bulunmuştur ve güvenilir olduğu belirlenmiştir. En düşük faktör yük değeri 0,363, en yüksek değeri 0,732 olarak saptanmıştır. Sonuç: Ölçek ebelik öğrencilerinin, ebelerin akademik rolünün klinik öğrenme ve mesleki bilgi, beceri ve klinik yeterlilik gelişimine ilişkin algılarını ölçmede yüksek güvenilirlik ve geçerliliğe sahiptir.

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Academic practice partnerships

Cited by 3 publications

References 0 publications

Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study

Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study

Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation

Klinik ortamlarda akademik ebelik ölçeği (KOAEÖ) Türkçe uyarlaması: Geçerlilik ve güvenilirlik çalışması

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