Environmental Stability and Self-Regulated Learning in an Academic-Service Partnership

2.50
Hdl Handle:
http://hdl.handle.net/10755/308063
Category:
Abstract
Type:
Presentation
Title:
Environmental Stability and Self-Regulated Learning in an Academic-Service Partnership
Author(s):
Bay, Esther; Anderson, Jane E.; Foley, Theresa S.
Lead Author STTI Affiliation:
Rho
Author Details:
Esther Bay, RN, PhD, pdq@umich.edu; Jane E. Anderson, PhD, RN-BC; Theresa S. Foley, PhD, MS, BSN
Abstract:

Session presented on: Monday, November 18, 2013

The University of Michigan School of Nursing and the University of Michigan Health System formed a partnership to enhance undergraduate clinical education that fosters academic progression and seamless transition into practice. Yet, there are few innovative models in which specific clinical nursing education strategies are implemented within the academic-service partnership that contribute to these goals. In our partnership model, nurses in the health system and faculty interact synergistically to create a stable learning environment and facilitate self-regulated learning, all within a dynamic practice environment. The learning environment was stabilized by embedding faculty with clinical, education, and research expertise on units to facilitate student and clinical staff education. Self-regulated learning, a developmental strategy in which learners identify, monitor, direct and take actions for their learning needs, was initiated. As a result of these developmental changes, collaborative practices have emerged that focus on quality improvement and penetration of evidence- based practices at the point of care. We will describe the framework and specific innovative strategies that created a stable learning environment, enabled goal-directed learning, and facilitated quality improvement projects and evidence- based practice.
Keywords:
academic-service partnership; clinical education; self-regulation learning
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEnvironmental Stability and Self-Regulated Learning in an Academic-Service Partnershipen_GB
dc.contributor.authorBay, Estheren_GB
dc.contributor.authorAnderson, Jane E.en_GB
dc.contributor.authorFoley, Theresa S.en_GB
dc.contributor.departmentRhoen_GB
dc.author.detailsEsther Bay, RN, PhD, pdq@umich.edu; Jane E. Anderson, PhD, RN-BC; Theresa S. Foley, PhD, MS, BSNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308063-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>The University of Michigan School of Nursing and the University of Michigan Health System formed a partnership to enhance undergraduate clinical education that fosters academic progression and seamless transition into practice. Yet, there are few innovative models in which specific clinical nursing education strategies are implemented within the academic-service partnership that contribute to these goals. In our partnership model, nurses in the health system and faculty interact synergistically to create a stable learning environment and facilitate self-regulated learning, all within a dynamic practice environment. The learning environment was stabilized by embedding faculty with clinical, education, and research expertise on units to facilitate student and clinical staff education. Self-regulated learning, a developmental strategy in which learners identify, monitor, direct and take actions for their learning needs, was initiated. As a result of these developmental changes, collaborative practices have emerged that focus on quality improvement and penetration of evidence- based practices at the point of care. We will describe the framework and specific innovative strategies that created a stable learning environment, enabled goal-directed learning, and facilitated quality improvement projects and evidence- based practice.en_GB
dc.subjectacademic-service partnershipen_GB
dc.subjectclinical educationen_GB
dc.subjectself-regulation learningen_GB
dc.date.available2013-12-19T17:26:22Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:26:22Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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