2.50
Hdl Handle:
http://hdl.handle.net/10755/150029
Type:
Presentation
Title:
Partnership Model for Clinical Education of Nursing Students
Abstract:
Partnership Model for Clinical Education of Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Hickey, Beth L., MSN, CRRN
P.I. Institution Name:Northern Kentucky University
Title:Assistant Professor
The nursing department at Northern Kentucky University, in Highland Heights, Kentucky, developed a clinical partnership model to address the nursing faculty shortage. Utilizing current clinical experts and didactic faculty, the partnership model was initiated. Part-time clinical expert faculty was each assigned a full-time university faculty person with whom to partner. The full-time faculty was to make contact on a weekly basis with the clinical expert to evaluate how the clinical group was performing and to address any clinical issues or concerns. Approximately every two to three weeks, the full-time faculty person visited the clinical site to observe and assist the clinical expert. This model was designed to enhance the educational experience of the student by 1) linking students with clinical instructors who have recent clinical expertise in their specialty area, 2) having a faculty member at the university to discuss clinical concerns or issues, 3) improving communication between clinical expert faculty and didactic faculty, and 4) alerting faculty to learning needs that can be practiced within the university setting. Both the clinical faculty and didactic faculty benefited from 1) improved communication, 2) a consistent resource for addressing student concerns and behavioral issues/problems, 3) a mechanism for linking theory and practice, and 4) increased focus on the learning needs of students. Additional benefits included more flexible scheduling for faculty and students, smaller class size, and added time for faculty and student collaboration. The model was implemented in the academic year 2004-2005 with initial evaluations, from both the clinical experts and full-time faculty, stating the experience has been very positive. On-going evaluations and cost/benefit analysis continue.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePartnership Model for Clinical Education of Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150029-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Partnership Model for Clinical Education of Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hickey, Beth L., MSN, CRRN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Northern Kentucky University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hickeybe@nku.edu</td></tr><tr><td colspan="2" class="item-abstract">The nursing department at Northern Kentucky University, in Highland Heights, Kentucky, developed a clinical partnership model to address the nursing faculty shortage. Utilizing current clinical experts and didactic faculty, the partnership model was initiated. Part-time clinical expert faculty was each assigned a full-time university faculty person with whom to partner. The full-time faculty was to make contact on a weekly basis with the clinical expert to evaluate how the clinical group was performing and to address any clinical issues or concerns. Approximately every two to three weeks, the full-time faculty person visited the clinical site to observe and assist the clinical expert. This model was designed to enhance the educational experience of the student by 1) linking students with clinical instructors who have recent clinical expertise in their specialty area, 2) having a faculty member at the university to discuss clinical concerns or issues, 3) improving communication between clinical expert faculty and didactic faculty, and 4) alerting faculty to learning needs that can be practiced within the university setting. Both the clinical faculty and didactic faculty benefited from 1) improved communication, 2) a consistent resource for addressing student concerns and behavioral issues/problems, 3) a mechanism for linking theory and practice, and 4) increased focus on the learning needs of students. Additional benefits included more flexible scheduling for faculty and students, smaller class size, and added time for faculty and student collaboration. The model was implemented in the academic year 2004-2005 with initial evaluations, from both the clinical experts and full-time faculty, stating the experience has been very positive. On-going evaluations and cost/benefit analysis continue.</td></tr></table>en_GB
dc.date.available2011-10-26T10:14:53Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:14:53Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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