Nursing Education and Practice Setting O Strategies

Transcription

1 Education and Practice: Partnering for the Future Objective 3 O Discuss strategies to ensure that curricula reflect contemporary nursing practice.

2 Educational Transformation O Gather O Reflect O Zestfully investigate O Debate

3 Framework for Transformation O The NLN model provides a framework for a long-envisioned educational transformation.

4

5

6 NLN Publication ISBN: booksandmonographs/nlnbooks.htm

7 What are some of the factors that contribute to the gap between education and service? O The many demands in academia O Many faculty are not employed in the practice setting O There is inadequate communication between the nursing program and the practice setting. O Clinicians are ambivalent about working with nursing students O Part-time clinical teachers have little knowledge of the nursing curriculum

8 Why do we need to change? O Traditional nursing education no longer meets the needs of the changing and evolving healthcare system. The work of nursing has changed! O Systems approach O Patient safety O Patient-centered care O Interprofessional teams O Evidenced based nursing O Quality Initiatives O Technology is an integral tool

9 The silos between education and practice must come down

10 We Need Partnerships O Partnerships between nursing education programs and practice settings can be essential in informing the nursing curricula.

11 What are the Driving Forces? O Why Partner with the practice setting?

12 O Require Partnerships O A desire and commitment for change O An honest look at where you are and where you need to be O Challenging the status quo O Giving up sacred cows O Faculty buy in and ownership for what they are creating O Practice partners support in validating needed changes

13 Essential Elements to Partnerships O Building relationships O Common values O Common vision & goals O Communication O Trust O Mutual Value & respect O Ongoing commitment O Flexibility O Perseverance O Understanding that change is inevitable

14 Ways we Partner O Shared simulation labs O NCLEX review course O Tutoring O Scholarships O Tuition assistance O Flexible scheduling O Joint appointments

15 Ways we Partner O Joint research O Ongoing support of professional development for staff nurses and faculty members O Extended orientation programs O Preceptorship experiences O Graduate nurse internships

16 Transformational Partnerships O DEU s O OCNE O The Sister Model

17 Dedicated Education Units DEU s: O A client unit that is developed into an optimal teaching/learning environment. O Requires the collaboration between nurses, management and nursing faculty. O Capitalizes the expertise of both clinicians and faculty.

18 USA DEU Partners (est. 2003) O University of Portland O Providence Portland Medical Center O Providence St. Vincent Medical Center O Portland VA Medical Center O University of Portland collaborates with the three Magnet medical centers in Portland to operate six (6) DEU s on medical/surgical units and one psychiatric unit

19 Purpose of DEU Primary purpose: O Improve the quality of clinical education in an efficient and effective manner as a response to the nursing shortage

20 Purpose of DEU O Use existing resources O Support the professional development of nurses O Serve as a potential retention and recruiting tool for service O Allow for excellent teaching/learning for an increased number of nursing students

21 What specifically is a DEU? O A client unit serves as a home-base positive clinical learning environment where staff nurses served as clinical instructors O The staff nurses are supported by an academic faculty partner

22 One school has exclusive use of the client unit O Staff nurses understand the program outcomes O Staff nurses share ownership in the curriculum O Staff nurses have a deep investment in the formation of student nurses

23 DEU Benefits for Staff Nurses Staff nurse fulfillment is demonstrated by: O Increased certification O Educational attainment O Retention and positive turnover, where the staff nurse leaves the unit for advancement within the organization

24 DEU Benefits O Opportunity for nursing staff to stay fresh and motivated in their roles as mentors and role models O Faculty remain grounded in current clinical reality while supporting and developing practice nurses in their teaching role O A positive clinical learning setting that maximizes the achievement of student learning

25 DEU Benefits O CI s offer students clinical currency O Staff nurses serve on the school s curriculum committee O Resources can be shared O Shared focus on leadership development O Support of graduate education by the practice environment

26 Politics of Partnerships O Requires new thinking in three ways: O Letting go O Accepting O Shifting Warner, J. and Burton, D. (2009)

27 A Shared, Career-Long Professional Nurse Formation The University of Portland Providence Portland Medical Center Providence St. Vincent Medical Center and Portland VA Medical Center Warner, J. and Burton, D. (2009)

28 OCNE: A Statewide Model

29 Oregon Nursing Leadership Council (ONLC) O Northwest Organization of Nurse Executives O Oregon Council of Associate Degree Programs O Oregon Council of Deans (BS and higher) O Oregon Nurses Association O Oregon State Board of Nursing

30 ONLC: Strategic Planning to Address Nursing Shortage O Continuing shortage O Significant demographic shifts in state s population O Major changes in healthcare delivery Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

31 ONLC O New competencies that all RNs should have now and in the future O The goal was to create a new nurse O Proposed a partnership among all community college and public and private 4-year programs O OCNE was established to provide BSN programming throughout the state Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

32 Oregon Consortium for Nursing Education (OCNE) O 2001 Oregon Health Sciences University(OHSU) joined with several Oregon community colleges to form OCNE

33 Commitment O That the critical health care needs of the population that nursing serves and its societal contract would trump individual and specific organizational interests Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

34 OCNE O An effort to increase capacity in schools of nursing by making best use of resources O Scarce faculty O Classrooms O Clinical training resources Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

35 OCNE O Delivery of a standardized, competency based curriculum O Eight community colleges O Five campuses of OHSU School of Nursing O Total of thirteen campuses (13) Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

36 How did OCNE do it? O Developed an organizational infrastructure O Created a shared curriculum based on new competencies O Redesign of clinical education, including simulation O Faculty development O Planned evaluation Tanner, C., Gubrud-Howe, P. and Shores, L. (2009)

37 Curriculum O A new curriculum was developed and approved early in 2006 by O Oregon University Chancellor s Office O Oregon BON and O Oregon Department of Education

38 A Four (4) Year Curriculum O One year of prerequisites and required A&S courses and electives O Three years of nursing courses O First five academic quarters are identical across community college and university campuses O Final four academic quarters is coursework provided by the OHSU faculty

39 Multiple Options for Students O Students can exit with an AAS, eligible to sit for the NCLEX-RN O Or they can continue directly for the final four academic quarters O If they exit with the AAS they can return for the BS degree, or not return at all.

40 Students O Common admission standards O Shared application process including financial aid and dual enrollment O Transferability between the partner schools O An associate degree option O Baccalaureate degree options O The opportunity to remain in their home location

41 Students O Access to simulation training at all campuses O Opportunities to participate in coursework through distance delivery O Opportunities to complete a secondary focus area of study, with upper division courses that support competent nursing practices.

42 OCNE Guiding Principles O Each individual school retains full responsibility and accountability

43 OCNE Guiding Principles O OCNE coordinates development and consensus for the curriculum, academic and student service policies O Each campus reviews and approves the above as if they were being proposed solely within the school

44 OCNE Guiding Principles Interinstitutional agreements: Full partner schools agree O to implement the shared curriculum and policies O To work within OCNE for evaluation and any necessary modification

45 The Sister Model O Mennonite College of Nursing (MCN) at Illinois State University O Two larger, urban nursing homes O Two smaller, rural sister nursing homes Campbell, S. and Jeffers, B. (2008)

46 The Sister Model Campbell, S. and Jeffers, B. (2008) Heritage Manor Normal Nursing Home 1A Mennonite College of Nursing at Illinois State University Heritage Manor Bloomington Nursing 2A Heritage Manor Colfax Nursing Home Sister Home 1B Heritage Manor El Paso Nursing Home Sister Home 2B

47 The Sister Model O An academic and service partnership in nursing home settings O Purpose: O Provide diverse teaching-learning experiences for nursing students O Share resources among all participants O Attract new nursing graduates to a career in long-term care Campbell, S. and Jeffers, B. (2008)

48 The Sister Model Provides a purposeful framework to O Increase communication O Share resources O Allow interactive learning O Use nursing expertise to develop competence of nursing students Campbell, S. and Jeffers, B. (2008)

49 Transformation OThe time is now to transform nursing education.

50 It is up to us! Our students, the public we serve, and the profession of nursing deserve nothing less.