Enhancing nursing education via academic–clinical partnership: An integrative review

Bvumbwe, Thokozani

doi:10.1016/j.ijnss.2016.07.002

Cited by 63 publications

(55 citation statements)

References 32 publications

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“…Academic-clinical partnership is of paramount importance and sharing of expertise helps to minimize theory-practice gaps (24). However, in this context faculty was not connected to clinical education, particularly in evaluation of students' performance in clinical placement courses.…”

Section: Discussionmentioning

confidence: 99%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

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Section: Discussionmentioning

confidence: 99%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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“…In this way, the gap between theory and practice will be reduced. Academic and clinical cooperation will strengthen nursing education (Bvumbwe, 2016).…”

Section: One-to-one Mentorship Modelmentioning

confidence: 99%

Active learning methods used in nursing education

Çulha

2019

JPR

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In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

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“…A recent integrative review found that academic‐clinical partnerships reduce the gap between theory and practice and improve student competencies and the safety and health outcomes of patients . This review concluded that academic‐practice partnerships improve nursing education by producing nursing graduates who are prepared to function in the complex health care arena . Forging these relationships is beneficial to both organizations because they share the common goal of educating a safe practitioner.…”

Section: Academic‐practice Partnershipsmentioning

confidence: 99%

Preparing Novice Perioperative Nurses Using the QSEN Methodology

Ambrosio-Mawhirter¹,

Criscitelli²

2018

AORN Journal

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T he primary objective of nursing education is to prepare nurses to provide effective, safe, and high-quality patient care. Producing safe novice perioperative nurses requires education that includes overarching safety and quality measures. Quality and Safety Education for Nurses (QSEN) is a framework that incorporates The Joint Commission Accreditation Standards and the American Nurses Credentialing Center Magnet model. 1 When QSEN methodology is incorporated into perioperative nursing curricula, new perioperative nurses will be better prepared to take on the challenges that health care presents. One such challenge is the critical need for strong succession planning in the perioperative community.Empirical literature supports the creation of new and sustainable ways to foster a robust perioperative nursing workforce for the future via perioperative nursing leaders collaborating with nursing school administrators and faculty members to establish perioperative experiences for students before they graduate from a baccalaureate program. 2-4 These types of programs give nursing students an opportunity to explore a practice setting that is not normally offered in baccalaureate curricula. The development of such academic-practice partnerships coupled with a focus on patient safety using the QSEN methodology during the didactic portion of the course can enhance the novice graduate nurse's skill set before he or she enters perioperative practice.There is a growing demand for perioperative nurses (ie, approximately a 1% to 2% increase in need annually), primarily because of a perioperative workforce nearing retirement. 3 These concerning statistics are further complicated by a practice setting that requires a specialized, highly technical skill set and the delivery of specialized nursing care coupled with complex interventions. 4 During the transition from school to clinical practice, the novice

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Enhancing nursing education via academic–clinical partnership: An integrative review

Cited by 63 publications

References 32 publications

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Active learning methods used in nursing education

Preparing Novice Perioperative Nurses Using the QSEN Methodology

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