A school-based health centre partnership: Faculty practice, nursing student learning and wellness in youth, families and community.

AIMS AND OBJECTIVES: This paper describes the development of a SBHC with an innovative model of care that grew out of a partnership between a public-school district and a university nursing programme in the midwestern region of the United States. BACKGROUND AND PURPOSE: Persistent barriers to health and health care experienced by youth are well documented. School-based health centres (SBHCs) can improve educational and health outcomes, positively impacting health equity. Academic systems are positioned to address health care needs of the school-aged population, yet educators face challenges of accessing quality learning placements for students and faculty practice sites. METHODS: A community-based collaborative methodology guided the planning phases that were driven by priority needs identified by families and stakeholders. With the mission of "partnering with students, families, and communities in the promotion of health and wellness through engagement in practice, education, and research," an ongoing dialogue over a two-year period led to articulating a vision, designing a plan and implementing a nurse-managed SBHC. The Standards for Reporting Qualitative Research (SRQR) checklist was considered in the preparation of this paper. RESULTS: In three years, this SBHC has addressed and identified priority needs and served individual youth and families. The SBHC provides opportunities for the faculty to fulfil a practice requirement for certification and accreditation. Nursing students engage with youth and families in health education and health promotion while strengthening their technical and relational skills. Family nurse practitioner students gain valuable clinical experience. Faculty with expertise in family nursing guide family assessments, support family resiliency and direct therapeutic conversations with family units. CONCLUSION: SBHCs serve youth, families, and community. This academic-practice partnership has the added benefit of providing faculty practice opportunities and nursing student experiential learning. RELEVANCE TO CLINICAL PRACTICE: SHBCs provide practice opportunities that address needs in individuals, families, and communities. Partnerships should be considered at academic nursing programmes to support their needs and fulfil commitments to address health equity gaps.

Academic Nursing and Faculty Practice.

BACKGROUND: Many challenges are inherent in academic nursing, and additional unique challenges exist for faculty and nursing programs that simultaneously engage in or offer faculty practice. To date, little has been published on faculty practice and academic nursing outside of the mission of education. PURPOSE: To describe faculty practice within the context of academic nursing as it pertains to scholarship and research, annual evaluations, promotion, support of faculty practice, and additional benefits and challenges. METHODS: A convenience sample of faculty and administrators was surveyed from 6 different universities in the United States. RESULTS: A total of 25 faculty members and 11 administrators participated. Results indicate faculty practice offers both benefits and challenges to the noneducational aspects of academic nursing. CONCLUSION: The benefits and challenges should be carefully considered within the context of the future of academic nursing and faculty practice.

Vacinação contra influenza no enfrentamento da COVID-19: integração ensino-serviço para formação em enfermagem e saúde / Vaccination against influenza in the face of COVID-19: teaching-service integration for training in nursing and health / Vacunación contra influenza en el enfrentamiento de la COVID-19: integración enseñanza-servicio para formación en enfermería y salud

Objetivo: descrever a experiência de integração ensino-serviço durante a primeira etapa da 22ª Campanha Nacional de Vacinação contra a Influenza na emergência da COVID-19. Método: relato de experiência sobre a parceria de um curso de enfermagem de uma das instituições de ensino superior de Ribeirão Preto-SP, Brasil, com serviços da Atenção Primária à Saúde na referida campanha, no período de março a abril de 2020. Resultados: essa parceria mobilizou diversos voluntários para implementar 35 postos volantes de vacinação, incluindo um drive-thru. Nessa primeira etapa, foram aplicadas 91.697 doses do imunobiológico em idosos, de um total de 98.189, que correspondeu a 83,3%, valor muito próximo da cobertura vacinal de 90% esperada para esse grupo populacional. Com a parceria, o número total de doses aplicadas em idosos ao final da 22a campanha, na cidade, superou em 42,6% a média dos últimos cinco anos. Conclusão e implicações para a prática: atribui-se esse percentual ao trabalho coletivo e multiprofissional e ao compromisso social das instituições envolvidas com a proteção da saúde, a preservação da vida e o fortalecimento do Sistema Único de Saúde.

Objective: to describe the experience of teaching-service integration during the first stage of the 22nd Brazilian National Influenza Vaccination Campaign in the emergence of COVID-19. Method: this is an experience report on the partnership of a nursing course from one of the higher education institutions in Ribeirão Preto-SP, Brazil, with Primary Health Care services in that campaign, from March to April 2020. Results: this partnership mobilized several volunteers to implement 35 vaccination stations, including a drive-thru. In this first stage, 91,697 doses of the immunobiological agent were applied to older adults, from a total of 98,189, which corresponded to 83.3%, a value very close to the 90% vaccination coverage expected for this population group. With the partnership, the total number of doses applied to older adults at the end of the 22nd campaign in the city exceeded the average of the last five years by 42.6%. Conclusion and implications for practice: this percentage is attributed to the collective and multiprofessional work and the social commitment of the institutions involved with protection of health, preservation of life and strengthening of the Unified Health System.

Objetivo: describir la experiencia de integración enseñanza-servicio durante la primera etapa de la 22ª Campaña Nacional de Vacunación contra el Influenza en la emergencia de la covid-19. Método: un relato de experiencia de la asociación de un curso de enfermería de una institución de enseñanza superior de Ribeirão Preto-SP, Brasil con servicios de la atención primaria a la salud en la referida campaña, en el período de marzo a abril de 2020. Resultados: esta asociación movilizó a varios voluntarios para implementar 35 estaciones de vacunación, incluyendo un drive-thru. En esa primera etapa, fueron aplicadas 91.697 dosis del inmunobiológico en ancianos, de un total de 98.189, que correspondió a 83,3%, valor muy próximo de la cobertura vacunal de 90% esperada para ese grupo poblacional. Con la asociación, el número total de dosis aplicadas en ancianos al final de la 22a campaña en la ciudad superó en 42,6% el promedio de los últimos cinco años. Conclusión e implicaciones para la práctica: este porcentaje se atribuye al trabajo colectivo e interprofesional y al compromiso social de las instituciones involucradas con la protección de la salud, la preservación de la vida y el fortalecimiento del Sistema Único de Salud.

Optimization of faculty practice.

Nursing faculty practice encompasses multiple roles including direct and indirect provision of nursing/clinical services, research, education, consultation, administration, and other collaborative agreements. While faculty practice is encouraged by both American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties, not all universities and colleges incorporate faculty practice as part of academia. The purpose of this paper is to discuss how one midwestern University optimized faculty practice over a four-year period by improving supporting infrastructure, contracts, aligning faculty and practice partners, and accountability. Pertinent data, decisions, and processes for each area are described here as well as the management of revenue generated.

Estratégias didáticas no processo de ensino-aprendizagem de gestão em Enfermagem / Estrategias didácticas en el proceso de enseñanza-aprendizaje de la gestión en Enfermería / Didactic strategies in the teaching-learning process of Nursing management

RESUMO Objetivo: analisar as estratégias didáticas utilizadas no processo de ensino e aprendizagem de gestão em enfermagem. Método: revisão integrativa da literatura na base de dados Literatura Latino-Americano e do Caribe em Ciências da Saúde e Scientific Electronic Library Online, utilizando-se os seguintes descritores e palavras-chave: ensino, enfermagem, gestão, administração, gerenciamento, educação em enfermagem, organização e administração, educação a distância e gestão em saúde. A amostra foi composta por 23 publicações. Resultados: as estratégias didáticas utilizadas no ensino de gestão em enfermagem estão relacionadas, principalmente, ao método de trabalho independente e método de trabalho em grupo. Destacaram-se as estratégias que possibilitam a articulação entre teoria e prática, tais como: planejamento estratégico situacional, metodologia da problematização com o método do Arco de Maguerez, seminários, oficinas e exposições dialogadas interativas. Conclusão: o ensino de gestão em enfermagem está acompanhando as mudanças pedagógicas da educação superior na área da saúde.

RESUMEN Objetivo: analizar las estrategias didácticas utilizadas en el proceso de enseñanza y aprendizaje de la gestión en enfermería. Método: revisión integradora de la literatura en la base de datos Literatura Latino-Americano y del Caribe en Ciencias de la Salud y Scientific Electronic Library Online utilizándose los siguientes descriptores y palabras clave: enseñanza, enfermería, gestión, administración, gerenciamiento, educación en enfermería, organización y administración, educación a distancia y gestión en salud. La muestra incluyó 23 publicaciones. Resultados: las estrategias didácticas usadas en la enseñanza de gestión en enfermería están relacionadas, principalmente, con el método de trabajo independiente y, también, en grupo. Se destacaron las estrategias que hacen posible la articulação entre teoria y práctica, tales como: planeamiento estratégico situacional, metodología de la problematización con el método del Arco de Maguerez, seminarios, talleres y exposições dialogadas e interactivas. Conclusión: la enseñanza de la gestión en enfermería está acompañando los cambios pedagógicos de la educación superior, en el área de la salud.

ABSTRACT Objective: to analyz the didactic strategies used in the teaching and learning process of nursing management. Method: an integrative review of the literature available in the Latin American and Caribbean Literature in Health Sciences and the Scientific Electronic Library Online databases using the following descriptors and keywords in Portuguese: teaching, nursing, management, administration, management, nursing education, organization and administration, distance education and health management. The sample consisted of 23 publications. Results: the didactic strategies used for teaching nursing management are especially related to the independent working method and team work method. Strategies that make the articulation between theory and practice possible are highlighted such as: situational strategic planning, the problematization methodology using Maguerez' Arch, seminars, workshops, and dialogued and interactive lectures/classes. Conclusion: teaching nursing management is following the pedagogical changes of higher education in the health area.

Nursing Examinations: Promotion of Integrity and Prevention of Cheating.

Academic integrity is a concern in higher education. The authors describe the findings of a nursing faculty task force developed with the goal of reducing incidents of cheating on classroom examinations in a school of nursing. Following a review of the literature, a modified Delphi technique was used to prioritize the suggested strategies into recommendations for faculty to follow. The findings and recommendations from the task force are presented and serve as a guide for nursing faculty in implementing measures to promote academic integrity during classroom examinations.

Removal of nursing faculty practice barriers in academia: an evidence-based model.

The goal of this faculty practice model is to provide a clinical practice site for faculty and provide clinical instruction for baccalaureate nursing students and primary health care services to an underserved, uninsured population in a nonprofit outpatient clinic setting. Community partnerships include a regional university, the city housing authority, local hospitals, the tri-county dental association, the United Way, and other community organizations. The facility is provided by the city housing authority, and the laboratory and diagnostic services are provided by the local hospital. The clinic nurse practitioners are university faculty, and clinical time is part of the faculty workload. Many barriers have been overcome, including lack of funding, increased faculty workloads, and proration of the state's allocation for higher education. Because the organization was initially set up as a nonprofit organization, federal, state, and local grants are available.

Academic policies and practices to deter cheating in nursing education.

AIM: The aim of this systematic literature review was to assess the evidence available to facilitate nursing faculty in policy development and implementation of strategies to deter cheating. BACKGROUND: No previous comprehensive summary of successful faculty practices was found in the literature on which to base academic practice. METHODS: A search of six databases was undertaken using the combination of terms: nursing and policy, nursing and student misconduct, nursing and cheating, and nursing and integrity. More than 28,000 publications were reviewed for English language, US higher education system, and health care programs. Excluded articles described bioethical and research misconduct, admission policy, or workforce issues. RESULTS: Forty-three articles met criteria; a matrix table lists specific faculty action plans and deterrent strategies by category of misconduct for each publication. CONCLUSION: Clearly defined behaviors, processes, and consequences should be delineated by school policies to guide implementation of specific cheating deterrent strategies.

The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs.

BACKGROUND: Although it is widely known that evidence-based practice (EBP) improves healthcare quality, reliability, and patient outcomes as well as reduces variations in care and costs, it is still not the standard of care delivered by practicing clinicians across the globe. Adoption of specific EBP competencies for nurses and advanced practice nurses (APNs) who practice in real-world healthcare settings can assist institutions in achieving high-value, low-cost evidence-based health care. AIM: The aim of this study was to develop a set of clear EBP competencies for both practicing registered nurses and APNs in clinical settings that can be used by healthcare institutions in their quest to achieve high performing systems that consistently implement and sustain EBP. METHODS: Seven national EBP leaders developed an initial set of competencies for practicing registered nurses and APNs through a consensus building process. Next, a Delphi survey was conducted with 80 EBP mentors across the United States to determine consensus and clarity around the competencies. FINDINGS: Two rounds of the Delphi survey resulted in total consensus by the EBP mentors, resulting in a final set of 13 competencies for practicing registered nurses and 11 additional competencies for APNs. LINKING EVIDENCE TO ACTION: Incorporation of these competencies into healthcare system expectations, orientations, job descriptions, performance appraisals, and clinical ladder promotion processes could drive higher quality, reliability, and consistency of healthcare as well as reduce costs. Research is now needed to develop valid and reliable tools for assessing these competencies as well as linking them to clinician and patient outcomes.

Communities of practice in nursing academia: a growing need to practice what we teach.

Although the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

Voices of innovation: building a model for curriculum transformation.

Innovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today's health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

Joint or clinical chairs in nursing: from cup of plenty to poisoned chalice?

AIM: This paper presents a discussion of the current state of joint chair or clinical chair positions in nursing. Background. Joint chair positions in nursing or midwifery have been popular approaches to developing clinical research and to bridging the 'theory-practice gap'. Recent personal observations and commentaries in the literature suggest that the service-academy consensus that underpinned such positions may be crumbling. DATA SOURCES: This paper is based on 13 years' experience of holding a joint chair position, an extensive review of the professional literature (up to and including 2009 sources), and conversations and discussions with many professorial and joint chair colleagues. DISCUSSION: Despite its demonstrated success, the joint chair position may be under threat from competing and unrealistic demands from partner organizations and from changing understandings of the essential role and nature of a professor. The situation may be exacerbated by appointing inexperienced or unsuitable applicants to such key posts. IMPLICATIONS FOR NURSING: The joint chair position was a powerful initiative in nursing and midwifery with real potential. In the current climate, this potential is unlikely to be realized and nursing will be the poorer. CONCLUSION: If joint chair positions are still valued and seen as key roles in developing clinical research and university-service partnerships, then serious consideration needs to be given to the current state of position. I argue for a return to trust and what Onora O'Neill calls 'intelligent accountability' rather than the micromanagement that is so prevalent in both the health and academic industries.

Scholar in Residence: an innovative application of the scholarship of engagement.

Universities are expected to engage with communities for the benefit of both. Based on the definition of scholarship advanced by Boyer in the 1990s, inclusive of the scholarship of discovery, integration, teaching, and application, the School of Nursing and Jewish Geriatric Services, Inc., have instituted a unique collaboration entitled the Scholar in Residence. Unlike traditional agreements between schools of nursing and agencies to provide clinical experience and educate students, this agreement is designed to build scholarship for both university and agency. Outcomes include building opportunities for faculty and staff scholarship at the agency, enhancing the integration of knowledge into practice, intensifying opportunities for the sharing of knowledge by providing opportunities for students to work with faculty and staff on individual projects, and enriching the application of knowledge by providing opportunities for faculty clinical practice and consultation. The Scholar in Residence is a model of collaboration between the university and the community that reflects the mission of the university and provides value to the community agency through strategic engagement of both entities.

Partnership between an educational institution and a healthcare agency--lessons learned: part I.

PURPOSE: The purpose of this paper is to provide a model of a partnership program between a major educational institution and a large community medical center that has become a win-win situation for both, which enabled the former to double its undergraduate nursing (BSN) program when it was on the verge of reducing enrollments by 33% because of repeated financial cuts, and a healthcare agency (HCA) to find a creative way of hiring BSN-educated registered nurses in perpetuity, thus reducing their $2 million a month recruitment expenses. PROCESS: This was a 5-year, $15 million partnership between California State University, Long Beach, School of Nursing and Long Beach Memorial Medical Center/Miller Children's Hospital. The HCA contributed the $10 million in funds and in in-kind contributions in the form of facilities and adjunct clinical professors, and the university contributed the $5 million, all in in-kind contribution by doubling the lecture classes without additional cost. The project started in the spring of 2004. CONCLUSION: To date, eight groups have graduated from this program for a total of 288 additional BSN graduates. Retention rate has been a minimum of 95%. Over 95% of the graduates have been hired by the participating HCA. Indeed, it has been a win-win situation for both.

Enhancing the clinical adjunct role to benefit students.

This article describes solutions to one of the challenges that nursing programs throughout the nation face--the employment of clinically expert nurse practitioners and clinical nurse specialists as clinical adjunct faculty who lack the educational foundation to teach students. Some of the difficulties experienced by clinical adjunct faculty, university administrators, and full-time faculty are presented. Solutions described include a clinical adjunct workshop, collaboration between hospitals and universities, mentoring, and incorporation of technology. Collaboration, commitment, and thoroughness are essential to the development of the clinical adjunct in the role of clinical educator.

The trifecta: harnessing the power of philanthropy, joint appointments, and practice to ease the faculty shortage: academia, practice, and philanthropy.

Partnerships between clinical facilities and academia are critical in supporting undergraduate and graduate nursing education. The authors discuss a unique model that blends academia, clinical practice, and philanthropy and uses grateful patient benefactors to assist in providing clinical instructor support for affiliated nursing schools. The authors review the process of proposal development, solicitation of benefactors, and results of the model.

Professor in residence program: a nursing faculty practice.

The Interdisciplinary Health Research Consultant-Professor in Residence Program is a partnership between the University of Medicine and Dentistry of New Jersey (UMDNJ) School of Nursing (SN), the New Jersey Joanna Briggs Institute (JBI) Center for Evidence Based Practice, and Morristown Memorial Hospital/Atlantic Health (MMH/AH). It provides MMH with the expert research and evidence-based practice (EBP) consultation and affiliation of a UMDNJ-SN faculty member and the resources of the New Jersey JBI Center for Evidence Based Practice. For the participating SN faculty member, it provides a clinical laboratory to pursue an individualized program of scientific research and scholarly publication. This research scholar works closely with the MMH/AH to (a) identify and evaluate existing mechanisms to support interdisciplinary health research and EBP at MMH; (b) develop and implement new mechanisms to support interdisciplinary health research and EBP; (c) implement the findings of published research using EBP strategies; (d) replicate interdisciplinary research studies; (e) conduct original interdisciplinary research studies; (f) seek intra- or extramural funding to support interdisciplinary research studies; and (g) support requirements for American Nurses' Credentialing Center accreditation for Magnet designation. The program has been successful in its first year of implementation.

Core competencies of nurse educators: inspiring excellence in nurse educator practice.

The National League for Nursing Core Competencies of Nurse Educators with Task Statements provide a comprehensive framework for preparing new nurse educators, implementing the nurse educator role, evaluating nurse educator practice, and advancing faculty scholarship and lifelong professional development. This article describes how one nursing department uses the core competencies with current faculty and in a graduate program that prepares nurse educators.

An investigation of nurse educator's perceptions and experiences of undertaking clinical practice.

Educational policy (DOH, 1999. Making a difference: strengthening the nursing, midwifery and health visiting contribution to health and healthcare. Department of Health, London; UKCC, 1999. Fitness for Practice. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, London; Nursing and Midwifery Council, 2006. Standards to support learning and assessment in practice. Nursing and Midwifery Council, London) and current nursing literature (Griscti, O., Jacono, B., Jacono, J., 2005. The nurse educator's clinical role. Journal of Advanced Nursing 50 (1), 84-92; Owen, S., Ferguson, K., Baguley, I., 2005. The clinical activity of mental health nurse lecturers. Journal of Psychiatric and Mental Health Nursing 12, 310-316), place increasing emphasis on nurse educators undertaking clinical practice to facilitate their clinical confidence and competence. This study investigated nurse educators' perceptions and experiences of undertaking clinical practice. A qualitative design and descriptive, exploratory approach were used. A purposive sample of 11 nurse educators in one nursing department, took part in two focus group interviews, one with 5 and the other with 6 respondents, to identify and discuss their perceptions and experiences of undertaking clinical practice. A process of thematic content analysis revealed three broad themes relating to the meaning and importance of clinical practice, perceived benefits and barriers which are examined and discussed. The paper concludes that despite policy recommendations, barriers highlighted in this study such as insufficient time, heavy workload and a lack of valuing of the clinical role have been raised over the past few decades. The effect of undertaking clinical practice, particularly on the quality of teaching is argued to be valuable armoury in the battle to secure sufficient resources to support engagement in clinical practice. Financial and organisational commitment; valuing of clinical practice and research evidence are crucial to realising clinical practice for nurse educators. Alternative interpretations of what may constitute the clinical role such as joint research projects and supporting and supervising students are offered, which need to be assessed against clear, specific and realistic aims for the clinical role of the nurse educator.