Hallmarks of best practice in academic-service partnerships in nursing: lessons learned from San Antonio.

UNLABELLED: TOPIC INVESTIGATED: The objectives of this project were to (a) identify best practice in academic-practice partnerships; (b) identify the needs and/or desire for greater collaboration and partnership between the University of Texas Health Science Center San Antonio School of Nursing (SON) and key stakeholders in San Antonio, TX; and (c) guide the work of a national task force. METHODS: One-on-one open-ended interviews were conducted with deans of nursing and vice presidents of patient care services at the six major health systems in San Antonio. Focus groups were also conducted with individuals who included chief nursing officers, vice presidents of a hospital, nurse managers, clinical educators, and clinical researchers. Data were analyzed using content analysis. RESULTS: Seventy-two individuals participated, and all expressed a desire for greater partnership with the SON. All identified characteristics of best practice in academic-service partnerships and the value or benefits of such partnerships. All participants believed that partnerships between academic and service were critical to the advancement of quality patient care. CONCLUSIONS: There has been limited research published to date that explicates the complexities of developing and sustaining partnerships between academia and practice. This article highlights preliminary findings on best practices in academic-service partnerships.

Pediatric clinical simulation: a pilot project.

With increased enrollment, nursing faculty are finding clinical placement for students more difficult, especially in clinical areas such as child health. Simulation using moderate-fidelity and high-fidelity manikins offers evidence-based and innovative approaches to augment traditional clinical experiences. However, few studies quantitatively examine student outcomes associated with clinical simulation. This article describes student learning outcomes related to traditional and hybrid (part simulation and part traditional clinical) undergraduate clinical experiences in a baccalaureate nursing program. In addition, the use of faculty-developed simulation scenarios integration of Quality and Safety Education for Nurses (QSEN) competencies into four pediatric scenarios, as well as the educational development of faculty at a simulation center, are presented.