An academic service partnership to expand capacity: what did we learn?

This article highlights the educational needs that emerged when an academic institution and a hospital partnered to produce more nurses in response to the registered nurse shortage. The partnership proposed to offer quality clinical experiences for students by having the hospital-paid nurse clinicians serve as faculty. This would enable the academic partner to increase enrollment amid limited faculty resources. The qualitative feedback received may prove useful in (1) guiding the professional development activities of future nurse clinicians who participate in education-service partnerships to expand educational capacity; (2) assisting academic nursing program administrators and faculty to expand capacity without compromising quality; and (3) assisting hospital nurse administrators to weigh risks and returns to pursue mutually beneficial outcomes.     

The evolution of a clinical scholars program through a pediatric nursing academic-practice partnership

Academic-practice partnerships have the potential to improve clinical outcomes through joint initiatives focusing on nursing. Nurses at the bedside are able to greatly impact care, but often they lack the resources (time, knowledge, and expertise) to enact and facilitate quality improvement initiatives. Through an academic-practice partnership, academic and practice partners can work collaboratively to develop innovative evidence-based practice, quality improvement, and research projects. The benefits of these partnerships are far reaching as they involve faculty, students, and clinicians within the practice. In this article, we describe the development and evolution of a pediatric clinical scholars program that increases nursing engagement for leadership in evidence-based practice, quality improvement, and research projects to improve health outcomes.     

Increasing the delivery of health care services to migrant farm worker families through a community partnership model

The Farm Worker Family Health Program (FWFHP) is a 13-year community partnership model designed to increase delivery of health care services for migrant farm worker families. During a yearly 2-week immersion experience, 90 students and faculty members provide health care services, including physical examinations, health screenings, health education, physical therapy, and dental care for 1,000 migrant farm workers and migrant children. Students and faculty members gain a deeper appreciation of the health and social issues that migrant farm worker families face by providing health care services in the places where migrant families live, work, and are educated. Although the model is not unique, it is significant because of its sustained history, interdisciplinary collaboration among community and academic partners, mutual trust and connections among the partners, and the way the program is tailored to meet the needs of the population served. The principles of social responsibility and leadership frame the FWFHP experience. This community partnership model can be replicated by others working with at-risk populations in low-resource settings.     

An academic practice partnership: Building capacity to meet sexual health education policy requirements of a public school system

The purpose of this clinical concepts paper is to describe the development, implementation, and evaluation of a formal academic‐practice partnership between a large, urban, public school system and a college of nursing, based on the American Association of Colleges of Nursing's Guiding Principles to Academic‐Practice Partnerships. The overarching goal of the partnership was to increase the school district's capacity to meet sexual health education policy requirements while providing graduate nursing students with an opportunity to work with a diverse population of youth during a public health nursing practicum course. As a result of the partnership, over 2,000 public school students (grades 5–12) have received comprehensive sexual health education and increased their knowledge by an average of 19.7–32.7%. In addition, 79 prelicensure, graduate nursing students have been placed at the public school system for public health nursing practicum and 100% have met all clinical objectives. As with any partnership, successes and lessons learned were identified. Discussion of both is included in this paper and may benefit other organizations considering entering into similar partnerships. Ultimately, academic‐practice partnerships are an important mechanism to simultaneously meet the growing needs of community practice partners and nursing education programs, while strengthening public health nursing practice.     

Evidence-based practice: beliefs,attitudes, knowledge,and behaviors of physical therapists

BACKGROUND AND PURPOSE: Little research has been done regarding the attitudes and behaviors of physical therapists relative to the use of evidence in practice. The purposes of this study were to describe the beliefs, attitudes, knowledge, and behaviors of physical therapist members of the American Physical Therapy Association (APTA) as they relate to evidence-based practice (EBP) and to generate hypotheses about the relationship between these attributes and personal and practice characteristics of the respondents. METHODS: A survey of a random sample of physical therapist members of APTA resulted in a 48.8% return rate and a sample of 488 that was fairly representative of the national membership. Participants completed a questionnaire designed to determine beliefs, attitudes, knowledge, and behaviors regarding EBP, as well as demographic information about themselves and their practice settings. Responses were summarized for each item, and logistic regression analyses were used to examine relationships among variables. RESULTS: Respondents agreed that the use of evidence in practice was necessary, that the literature was helpful in their practices, and that quality of patient care was better when evidence was used. Training, familiarity with and confidence in search strategies, use of databases, and critical appraisal tended to be associated with younger therapists with fewer years since they were licensed. Seventeen percent of the respondents stated they read fewer than 2 articles in a typical month, and one quarter of the respondents stated they used literature in their clinical decision making less than twice per month. The majority of the respondents had access to online information, although more had access at home than at work. According to the respondents, the primary barrier to implementing EBP was lack of time. DISCUSSION AND CONCLUSION: Physical therapists stated they had a positive attitude about EBP and were interested in learning or improving the skills necessary to implement EBP. They noted that they needed to increase the use of evidence in their daily practice.     

An interprofessional train-the-trainer evidence-based practice workshop: Design and evaluation

Abstract

Evidence-based practice (EBP) is a core skill of health professionals and one that is regularly taught in health sciences programs. This report covers the design and results of an interprofessional EBP workshop at a large university aimed at improving faculty’s confidence in practicing and teaching EBP. The two-day workshop was designed by the University’s Health Sciences Libraries and emphasized small-group work, with the first day focused on critical appraisal and searching and the second on effective teaching strategies. Twenty-five faculty from the schools and colleges of Medicine, Nursing, Pharmacy, Dentistry, and Veterinary Medicine and the Center for Allied Health Programs attended this study. Nine faculty and librarians served as instructors. Attendees rated the workshop and individual lectures highly and reported that it improved their ability to both practice and teach EBP. In addition, they reported a preference for learning in an interprofessional environment. This report suggests that a short EBP workshop can improve faculty members’ self-reported confidence and ability to practice and teach core EBP skills.     

The benefits of serving on a hospital ethics committee: a faculty perspective

Community hospitals ethics committees rarely have formal support from persons within the academic community. The author discusses a liaison between a suburban hospital system and a nearby university school of nursing that garners positive educational, service, and programmatic benefits, related to ethics, for both. The lessons learned and insights gained by a faculty member serving on the ethics committee are examined.     

Using an Academic‐Community Partnership Model and Blended Learning to Advance Community Health Nursing Pedagogy

This article describes a model of teaching community health nursing that evolved from a long‐term partnership with a community with limited existing health programs. The partnership supported RN–BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face‐to‐face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community‐based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery.     

Enhancing the sustainability of a Dedicated Education Unit: Overcoming obstacles and strengthening partnerships

BackgroundDedicated Education Units are innovative teaching models that involve collaboration between nurse educators and clinical institutions to provide effective clinical learning. An essential requisite for Dedication Education Units is an effective academic-practice partnership. Following the initiation of a Dedicated Education Unit, partnerships can fade and lines of communication can deteriorate, resulting in dissatisfaction or termination of the partnership.ProblemThe ongoing sustainability of a Dedicated Education Unit was questioned due to personnel turnover, communication challenges, and infrequent provision of training for nurses.ApproachA redesign project was implemented with the goal to improve academic-practice collaboration, confirm mutual benefit, and envision long-term sustainability. Focus groups were conducted with key stakeholders to identify and evaluate program revisions following three semesters of student rotations on the redesigned Dedicated Education Unit.OutcomesThe redesigned Dedicated Education Unit elements received overwhelmingly positive feedback from nurses, students, and faculty. Participants reported increased collaboration between the academic and practice partners, improved communication between faculty and nurses, increased student satisfaction, and improved role preparation for nurses.ConclusionThis project demonstrated that Dedicated Education Units can provide mutual benefits to academic and practice partners; however, ongoing collaboration from all members of the partnership is essential for ongoing sustainability.     

Managing community and neighborhood partnerships in a community-based nursing curriculum.

A community-based undergraduate nursing program in a liberal arts college sought to establish partnerships with area neighborhoods to enhance the educational process of the program and the health of the neighborhoods. With the full financial and emotional support of the college administration, two unique positions were developed within the nursing department: community partnership coordinator (CPC) and neighborhood coordinator. The CPC works at the greater community level with involvement in area-wide community health ventures to provide a liaison to the community for the nursing department. The CPC coordinates area-wide student experiences, provides oversight to the community-based participatory research process, and expands scholarly opportunities for students and faculty. In addition, a neighborhood coordinator for each of the three underserved, ethnically diverse partnering neighborhoods provides an ongoing presence in the neighborhood, coordinating and teaching students as they have practicum experiences within the neighborhood. The neighborhood coordinator is also intimately involved in the neighborhood, maintaining professional relationships with neighborhood residents, leaders, agency representatives, and health care professionals. Discussion of how challenges of the roles were managed is included.     

Factors related to successful collaboration in community-campus partnerships

Collaboration and community partnership have become buzzwords in academic settings, which have received little direction regarding how to make these efforts successful and sustainable. This study attempted to discern the factors involved in setting up one successful community-campus partnership. Four years after opening an all-volunteer free health clinic in Laramie, Wyoming, we interviewed community members and university faculty who were involved in the initial partnership. Analysis of these interviews identified several dynamic tensions that kept the group together Communitand moving toward its goal.     

Facilitating research faculty participation in CBPR: development of a model based on key informant interviews

Community-based participatory research (CBPR) may enhance the translational research process; however, this would require increased institutional capacity for community engaged research. In this paper, we fi rst present results of key informant interviews with academic health center faculty regarding facilitators to faculty participation in CBPR partnerships and then propose a model arising from these results describing how increased capacity may be achieved. Participants were 13 key informant faculty of varying levels of expertise in CBPR at a large university academic health center. Interviews were recorded and transcribed. A thematic content analysis of each interview was conducted by research team members. Facilitators reported by faculty representing fi ve health science schools were grouped into fi ve thematic areas: (1) researcher personal attributes including an innate orientation toward working with community, (2) positive attitudes toward collaboration, (3) a partnership-building skill set, (4) community partners who are ready and eager to collaborate, and (5) supportive institutional policies and procedures. We propose a model describing the relationship between personal attributes, learned/environmental factors, and community facilitators that may be utilized to promote increased institutional capacity for CBPR and thus increase the likelihood of the successful translation of research findings into community settings.     

CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health

Using Community-Based Participatory Research, this study describes the ongoing collaboration between Latino community leaders and academic partners to develop a mental health promotion intervention for rural Latinos in Florida. Two strategies were used: (1) Community Advisory Board (CAB) members completed a Latino Community Partners Survey (LCPS) and (2) scribe notes were taken during CAB meetings. The LCPS demonstrated not only the CAB's knowledge about the community but the readiness of leaders to get involved in the community-academic partnership. Thematic analysis of scribe notes revealed four main categories: caring, knowledges, interpersonal dynamics, and future impact in the community. CAB members greatly enhanced academic partners’ understanding of the community's needs as well as of their own culturally-specific knowledge.     

Tele-ICU partners enhance evidence-based practice: ventilator weaning initiative

Evidence-based practice (EBP) has become more than just a trendy buzzword in health care; EBP validates care delivery methods and grants satisfaction to nurses in knowing the care they provide is based on valid, current information. Research-based enhancements are paramount to the advancement of nursing practice and prompt the implementation of creative methods to improve care. The advent of the tele-intensive care unit (ICU) introduces new members of the health care team to assist with implementation of EBP initiatives. This new partnership results in improved length of stay, mortality rates, and ventilator times for critical care patients. Current literature suggests that a clinician-driven, standardized ventilator management protocol is of significant benefit. Tele-ICU clinicians provide an interactive element to coordinate interdisciplinary team efforts. Enhanced communication, data evaluation, and timely intervention expedite the weaning process and reduce ventilator length of stay. Consistent collaboration between tele-ICU and bedside clinicians successfully improves patient outcomes through standardized adherence to best-practice initiatives.