2008
DOI: 10.1097/01.ans.0000341416.11586.3a
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Integration of Nursing Education, Practice, and Research Through Community Partnerships

Abstract: Models demonstrating an evidence-based approach to the integration of nursing education, research, and practice are needed to ensure excellence in the nursing profession. Using a theoretical framework of community-engaged scholarship, this article describes a program developed by the Medical University of South Carolina's College of Nursing linking advanced practice, service learning, and applied clinical research for nurse-midwifery faculty and students, while meeting the perinatal healthcare needs of a group… Show more

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Cited by 10 publications
(9 citation statements)
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“…This precondition is needed so that reciprocity can be achieved for the mutual benefit of all stakeholders (Baumberger-Henry et al, 2006), and to transform student learning so that they can develop caring behaviours (Bentley & Ellison, 2005;Chen et al, 2012;Eymard, Breaux, & Dozar, 2013;Hunt & Swiggum, 2007). According to Francis-Baldesari and Williamson (2008), who conducted a case study of partnership between a college of nursing and a community service organisation in John Islands, the US, the contribution of all stakeholders to develop strong communityacademic partnerships enhanced the integration of nursing education, research, and practice to produce better outcomes for both organisations, as well as people in the community.…”
Section: Reciprocitymentioning
confidence: 99%
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“…This precondition is needed so that reciprocity can be achieved for the mutual benefit of all stakeholders (Baumberger-Henry et al, 2006), and to transform student learning so that they can develop caring behaviours (Bentley & Ellison, 2005;Chen et al, 2012;Eymard, Breaux, & Dozar, 2013;Hunt & Swiggum, 2007). According to Francis-Baldesari and Williamson (2008), who conducted a case study of partnership between a college of nursing and a community service organisation in John Islands, the US, the contribution of all stakeholders to develop strong communityacademic partnerships enhanced the integration of nursing education, research, and practice to produce better outcomes for both organisations, as well as people in the community.…”
Section: Reciprocitymentioning
confidence: 99%
“…In order to obtain the most benefits and outcomes from service learning, it is necessary that academics from the nursing education institution, the students, and the community partner agree on the service needs of the organization (Cohen & Milone-Nuzzo, 2001). In this way, the integration of nursing education, practice, and research can be achieved (Francis-Baldesari & Williamson, 2008).…”
Section: Reciprocity Preconditions For Service Learningmentioning
confidence: 99%
“…The REACH project was based on coalition theory 18 , which brought researchers, health care organizations, diverse community leaders and organizations, as well as grass-roots community activists to work together to address diabetes disparities in African American communities within two counties (one rural and one urban) in South Carolina. 25 Intersectoral actions fostered successful assessment of community assets, needs and recruitment where people live, worship, work, and seek health care.…”
Section: Exemplar Studiesmentioning
confidence: 99%
“…Academic nurse scientists and nursing educators share a history of integrating community-based teaching, service, and research, working toward improvements in community health and elimination of health disparities. 18,19 Academic researchers and community health agencies and partners represent institutions with different missions reflecting a primary emphasis on science or service , which can present challenges to collaborative partnerships. 20,21 Nurse scientists may have an advantage in helping to understand and bridge these two diff erent but overlapping agendas since nurses have been practicing public health nursing and working to improve the health of communities, since the time of Florence Nightingale.…”
Section: Beyond the Medical Model: Interdisciplinary Programs Of Commmentioning
confidence: 99%
“…Students learn how to carry out the community health nursing process, engage in population health promotion and program planning, collaborate with community members in developing inter-sectoral relationships, address the determinants of health, and enact the principles of primary health care. Students also develop leadership skills and cultural competence, appreciate the socioeconomic and political influences on health, and cultivate group process and critical thinking skills (Cohen et al, 2007;Francis-Baldesari & Williamson, 2008;Reimer Kirkham et al, 2007). Occasionally, students are able to develop specialized clinical nursing knowledge and skills, which students highly value and which contributes to their sense of competence (Erickson, 2004).…”
mentioning
confidence: 99%