Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review

Pedregosa, Sara; Fabrellas, Núria; Risco, Ester; Pereira, Mariana Barbosa; Dmoch-Gajzlerska, Ewa; Şenuzun, Fisun; Martin, Sandra; Zabalegui, Adelaida

doi:10.1016/j.nedt.2020.104582

Cited by 44 publications

(31 citation statements)

References 48 publications

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“…We observed in the "Characteristics of Individuals" domain that the presence of positive perceptions of team involvement and willingness to collaborate were more likely to facilitate change at the time of implementing the DEU. Professionals' perception of gratifying experience in the DEU was reported in several studies [7][8][9] and the impact on patient care and the health system of nurses' confidence and satisfaction with their skills, knowledge and teaching role is shown [29]. As in the study by Glynn et al [30], participants stated that effective communication between educational and healthcare organizations is necessary to provide nurses with educational role skills, role expectations and clarification.…”

Section: Discussionmentioning

confidence: 95%

“…Organizations that support safety and quality in health care encourage DEU replication in numerous sites due to the reported benefits of the DEU for educational and healthcare organizations. Additionally, the availability of several protocols, guidelines and the literature on the DEU reduced implementation complexity, facilitated the proposed strategy and its adaptation to dissimilar sites [7][8][9][10][11]19]. Our results are comparable with those which show that intervention adaptability seems to be guaranteed when educational-service collaboration is based on trust, respect and mutually beneficial goals: effective use of existing resources, support for professional improvement, nursing workforce recruitment and retention, and awareness of the teaching/learning process [20,21].…”

Section: Discussionmentioning

confidence: 99%

“…It also emphasizes the role of the faculty nurse in ensuring student knowledge acquisition and supporting the clinical nurses' teaching role. In addition, the collaboration of educational and health institutions allows the optimization of training resources, enhances theory and practice integration, facilitates the student' acquisition of competencies, and responds to professionals' needs to provide appropriate nurse training [7][8][9][10][11]. Successful students and nurses' outcomes in the DEU model are well documented [7][8][9].…”

Section: Dedicated Education Unitsmentioning

confidence: 99%

“…Then, in 2003, the University of Portland adapted the Australian DEU in an effort to improve the clinical learning environment and address a shortage of nurses. Since 2003, several educational and healthcare organizations in Australia, New Zealand, the United States of America and Europe have successfully implemented DEU units [7,8,10]. The essencial elements of DEU [11] are as follows:…”

Section: Dedicated Education Unitsmentioning

confidence: 99%

“…6 Ege University Faculty of Nursing Internal Medicine Nursing, Izmir, Turkey. 7 Center of Expertise Health Innovation at UC Leuven-Limburg, Leuven, Belgium.…”

Section: Acknowledgementsmentioning

confidence: 99%

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Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

et al. 2021

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Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Dedicated Education Unitsmentioning

confidence: 99%

Section: Dedicated Education Unitsmentioning

confidence: 99%

“…6 Ege University Faculty of Nursing Internal Medicine Nursing, Izmir, Turkey. 7 Center of Expertise Health Innovation at UC Leuven-Limburg, Leuven, Belgium.…”

Section: Acknowledgementsmentioning

confidence: 99%

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Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

et al. 2021

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Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study

Pedregosa,

Zabalegui,

Fabrellas

et al. 2024

Nursing Open

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AimTo investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within “Dedicated Education Unit” model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.DesignA multi‐country, phenomenological, qualitative study.MethodsFocus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.ResultsData analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment.ConclusionsA close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals’ education and development among others, are elements to set up a powerful clinical learning environment.Implications for the professionIt is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.ImpactDue to the close relationship between students’ learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.Public ContributionOur findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.

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Socioformative pedagogical practices and academic performance in students: Mediation of socioemotional skills

Tobon,

Lozano-Salmorán

2024

Heliyon

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Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review

Cited by 44 publications

References 48 publications

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study

Socioformative pedagogical practices and academic performance in students: Mediation of socioemotional skills

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