Mind the Gap: Transitions in Nursing Education and Care Delivery Systems

Abstract

The relationship between nursing education and nursing practice has been the topic of discussion throughout the history of the profession. The rate of change at the turn of this new century is unfolding more rapidly than ever. In this article the London underground is used as a metaphor to examine transition issues related to nursing education and care delivery. Commuters entering the underground are met with signs and announcements warning travelers to "mind the gap" (the gap is the opening between the train and the platform). The purpose of the underground is to safely transport people from one destination to another. One wrong step and travelers can find themselves in a potentially fatal situation.

Academic-Service Partnerships in Nursing: An Integrative Review

“…From the very beginning, it is essential that each partner bring something valuable to the partnership [15–19]. Key elements of an effective partnership always included mutual trust; shared vision, commitment, and goals; mutual respect; recognition of opportunities and strengths; open and ongoing communication [20–27]. Specific strategies for developing and sustaining partnerships were written, formalized, and measureable goals and ongoing evaluation; strongly articulated institutional leadership support; the ability to take risks and tolerate ambiguity; structured accountability; institutionally shared resources; dedicated time; celebration of successes.…”

‘They survive despite the organizational culture, not because of it’: A longitudinal study of new staff perceptions of what constitutes support during the transition to an acute tertiary facility

“…It appears that many health‐care agencies expect and/or need new staff, including the graduates, to ‘hit the ground running’, 9 even though they accept the responsibility for new graduate orientation to the nursing workforce 11,16 . It is clear that for optimum transition to occur, it needs to take place in a nurturing and well‐structured environment where there is a broad responsibility to provide support, manage change and facilitate open communication 11,17–20 . Although these factors are acknowledged, there is little understanding about how these are operationalized in the clinical context.…”

Developing Nurse Leaders in Health Policy: An Education and Practice Partnership

“…Creating a partnership between education and practice allows for practical application of theory. The literature is replete with examples of academic and health system partnerships for clinical services (Beitz & Heinzer, 1999;Busby et al, 1996;Campbell, Prater, Schwartz, &Ridenour, 2001;Citrin, 2001;Hewlett & Eichelberger, 1999;Kee, 2001;Malloch & Laeger, 1997;McNamara, 2000;Nalle, Brown, & Herrin, 2001;Pettee, 2002;Sebastian, Davis, & Chappell, 1996;Simpson, 2001;Trofino, Marek, & Zwygart-Stauffacher, 2000), but partnerships to develop leaders with skills in policy and politics are rare.…”