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.

Effects of the COVID-19 Pandemic on Academic-Practice Partnerships: Implications for Nursing Education.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. METHOD: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all faculty (n = 228). Data were analyzed using a mixed-method approach. RESULTS: Of 69 surveys that were completed, 38 faculty reported 52 unique partnerships during the 2019-2020 academic year. Of the 52 partnerships, 63% (n = 33) had changed and 12% (n = 6) were newly established partnerships in response to COVID-19. Common changes included temporary suspension of activities (n = 13) and a change (n = 9) or decrease (n = 7) in activities. Major themes included clinical disruptions and transitioning to telehealth and online services. CONCLUSION: COVID-19 created challenges for academic-practice partnerships but also generated opportunities for nursing education to contribute to the pandemic response and meet evolving population and organizational needs. [J Nurs Educ. 2022;61(9):533-536.].

Engaging Integrated Health Teams to Decrease the Risk of Controlled Substance Use for Individuals With Serious Mental Illness.

The United States is facing an opioid epidemic that is virulent in its lethality and includes morbidity and mortality related to prescription opioids. Overuse of another class of drugs- benzodiazepines-has received less media attention, but also poses the threat of tolerance, dependence, and death, especially in combination with opioids or alcohol. These negative outcomes are not distributed evenly over the population but are especially prevalent in vulnerable populations. One such vulnerable population comprises individuals with serious mental illness. Professionals who serve this population are challenged by an often-fragmented health care system to collaborate with patients and other professionals to reduce risks and improve outcomes. This article examines strategies for addressing risks associated with the use of benzodiazepines and opioids in this population within the context of an integrated interprofessional team. Recommendations include (a) building consensus on the team, (b) providing education for all stakeholders, and (c) enhancing care coordination and patient access to effective treatments. [Journal of Psychosocial Nursing and Mental Health Services, 56(12), 11-15.].