Partnership model for practice and education.

Marie Truglio-Londrigan; Margaret K Macali

PubMed · 16358549

Partnership model for practice and education.

Marie Truglio-Londrigan·Margaret K Macali

Abstract

The faculty practice partnership model provides a framework for collaboration between a practice setting and a university school of nursing. The model created between the Bergen County Department of Heath Services (BCDHS), the Office of Public Health Nursing (PHN) and Pace University's Lienhard School of Nursing (LSN) is one that supports faculty practice and student involvement in population-based activities. The partnership provides BCDHS with the assistance it needs to provide the three core functions of public health: assessment, assurance, and policy development. It provides LSN with a practice site where faculty members are able to maintain their clinical expertise, as well as a site for student clinical experiences and research. This article describes the partnership model and its accomplishments from both practice and educational perspectives.

Explore related subjects

Education, Nursing Humans Interinstitutional Relations Models, Organizational New Jersey New York Nursing Faculty Practice Public Health Nursing Schools, Nursing Journal Article

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

Marie Truglio-Londrigan, Margaret K Macali. Partnership model for practice and education.. https://pubmed.ncbi.nlm.nih.gov/16358549/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

Do healthier nurses make better health promotors? A review of the literature.

This discussion paper draws on a review of the literature to explore factors that might promote or inhibit healthier nursing practice. The term healthier nursing practice, used here, refers to the way commitment to health promoting practices at organisational, professional and personal levels is demonstrated and achieved. Health promotion is a holistic concept that calls for the creation of empowered relationships between self, others, and the environment to improve wellness. Nurses have often struggled to achieve this within their patient encounters and even more so within their own personal and professional life experiences. Two factors were identified in the literature review that appear to significantly impact on this situation, the organisational environment within which nurses practice and their educational exposure to health promoting opportunities. There are a number of parallel processes identified that illustrate the difficulties nurses have in their experiences of working with patients and with themselves in promoting healthier lives. Action learning is advocated as an effective way for nurses to address what are sometimes perceived as being insurmountable barriers to developing health promoting opportunities for patients and the individual nurse.

Education, Nursing↗

PubMed2006

Developing collaborative practice in health and social care education. Proceedings of the First Nurse Education International Conference. May 14-16, 2006. Vancouver, Canada.

Explore the source record for details and available documents.

Education, Nursing↗

PubMed2006

Critical thinking as an outcome of context-based learning among post RN students: a literature review.

Increasingly complex needs and expanding roles in the delivery of health care require professional nurses to be capable critical thinkers and self-directed learners. Problem-based learning (PBL) is promoted as a mean to facilitate critical thinking (CT) in nursing students attending generic and post RN baccalaureate programs. The authors summarize and analyze nursing research and theoretical literature (1992-2005) related to four key topic areas: critical thinking, nursing education, PBL, and post RN education, to determine what is known about the impact of PBL on CT among post RN students. CINAHL, ERIC, Medline and PsychINFO databases were searched and based on the literature retrieved, there is no strong research evidence to suggest changes occur in baccalaureate nursing students' CT during their educational programs, including those using PBL. Similar results were found among post RN students although the literature on this topic is sparse. There is a need for additional research and ongoing development of valid and reliable instruments to measure CT in nurses to guide teaching and learning strategies that effectively facilitate CT among nursing students.

Education, Nursing↗