Enhancing Geriatric Competencies: Integrating the 4Ms Framework in a Baccalaureate Nursing Program.

BACKGROUND: Today's nursing students will care for tomorrow's older adult population. Integrating the Institute for Healthcare Improvement's Age-Friendly Health Systems (AFHS) 4Ms framework can improve students' knowledge and ability to care for older adults. METHODS: The 4Ms framework was pilot tested in a first-semester prelicensure course. Students were evaluated on knowledge and application of the framework through didactic, simulation, and clinical learning experiences; qualitative and quantitative data were obtained. RESULTS: Students' average score on three knowledge checks was 77.2% (range, 73.4% to 81%). Students were assessed for application of the 4Ms during clinical experiences in the Fall (76%) and Spring (92%) semesters. Qualitative data demonstrated that students' ability to apply the 4Ms in patient care increased. CONCLUSION: Integrating the 4Ms framework in the curriculum fostered nursing students' awareness of the essential components of AFHS. Learning experiences provided students the opportunity to care for older adults and gain competence in age-friendly care. [J Nurs Educ. 2023;62(10):589-592.].

Development and Validation of an Operational Model for Nursing Academic-Practice Partnerships.

BACKGROUND: Several definitions and guiding principles for nursing academic-practice partnerships exist. PROBLEM: There remains a gap between academic-practice partnership definitions and practical operational models, thereby limiting schools of nursing ability to engage in productive partnerships. This article describes the development and validation of a novel Operational Model for Nursing Academic-Practice Partnerships. APPROACH: An email survey of all nursing faculty (n = 228) identified quantity and types of faculty-led academic-practice partnerships. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed via thematic analysis conducted by 2 members of the project team and validated by the full project team. OUTCOMES: The Operational Model for Academic-Practice Partnerships was created and is comprised of 8 partnership strategies: innovation, embedded faculty, joint appointment, consultant, independent practice, volunteer, scholarship, and clinical site development. CONCLUSION: We offer this model as a framework to structure the development, implementation, and evaluation of academic-practice partnerships at nursing schools.