Professional Learning Partnerships: A Collaboration Between Education and Service

Williams-Barnard, Carol L.; Bockenhauer, Barbarajo; Domaleski, Vareen O'Keefe; Eaton, Jeffrey A.

doi:10.1016/j.profnurs.2006.09.002

Cited by 12 publications

(5 citation statements)

References 26 publications

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“…Successful partnerships always start with self- and mutual-assessments of strengths and opportunities. 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].…”

Section: Resultsmentioning

confidence: 99%

Academic-Service Partnerships in Nursing: An Integrative Review

Beal

2012

Nursing Research and Practice

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This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110) were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories:pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, andworkforce developmentwith its themes ofacademic-practice progressionandeducational re-design.Many examples of partnerships between academic and service settings were thoroughly described and best practices suggested, most often, however, without formal evaluation of outcomes. Nursing leaders in both settings have a long tradition of partnering with very little replicable evidence to support their efforts. It is critical that future initiatives evaluate the effectiveness of these partnerships, not only to ensure quality of patient outcomes but also to maximize efforts at building capacity for tomorrow's workforce.

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Section: Resultsmentioning

confidence: 99%

Academic-Service Partnerships in Nursing: An Integrative Review

Beal

2012

Nursing Research and Practice

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“…These findings support the results of Williams-Barnard et al . ( 2006 ), wherein the practice nurses valued collaboration in nursing education in terms of increase in professional and intellectual stimulation, enhancing awareness of learning processes, sharing and building knowledge base for nursing education practice and continuing education.…”

Section: Results Of Empirical Phasementioning

confidence: 99%

Concept analysis of collaboration in implementing problem-based learning in nursing education

2016

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ObjectivesThe purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL).MethodsThe process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers’ evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were ‘collaboration’, ‘problem-based learning’, ‘nursing’ and ‘nursing education’. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placedResultsCollaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students’ outcomes; and effective utilisation of resources.ConclusionEffective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.

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“…Teaching critical thinking by designing curious questions ( Rama, 2011 ) is known as the most important efforts which have to be made in teaching nursing students ( Vaghar Seyyedin A et al, 2009 ). Providing role-model behaviors has been mentioned as the cause of encouraging critical thinking in students ( Williams-Barnard et al, 2006 ). Strengthening active and critical thinking by making thinking challenges, creating chat room, designing questions and answers, forcing students to think and strengthening criticism power had been facilitated by model teachers.…”

Section: Discussionmentioning

confidence: 99%

Growing up and Role Modeling: A Theory in Iranian Nursing Students’ Education

Nouri¹,

Ebadi²,

Alhani³

et al. 2014

GJHS

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One of the key strategies in students’ learning is being affected by models. Understanding the role-modeling process in education will help to make greater use of this training strategy. The aim of this grounded theory study was to explore Iranian nursing students and instructors’ experiences about role modeling process. Data was analyzed by Glaserian’s Grounded Theory methodology through semi-structured interviews with 7 faculty members, 2 nursing students; the three focus group discussions with 20 nursing students based on purposive and theoretical sampling was done for explaining role modeling process from four nursing faculties in Tehran. Through basic coding, an effort to comprehensive growth and excellence was made with the basic social process consisting the core category and through selective coding three phases were identified as: realizing and exposure to inadequate human and professional growth, facilitating human and professional growth and evolution. The role modeling process is taking place unconscious, involuntary, dynamic and with positive progressive process in order to facilitate overall growth in nursing student. Accordingly, the design and implementation of the designed model can be used to make this unconscious to conscious, active and voluntarily processes a process to help education administrators of nursing colleges and supra organization to prevent threats to human and professional in nursing students’ education and promote nursing students’ growth.

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Professional Learning Partnerships: A Collaboration Between Education and Service

Cited by 12 publications

References 26 publications

Academic-Service Partnerships in Nursing: An Integrative Review

Academic-Service Partnerships in Nursing: An Integrative Review

Concept analysis of collaboration in implementing problem-based learning in nursing education

Growing up and Role Modeling: A Theory in Iranian Nursing Students’ Education

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