Giving Back to Move Forward: Implementing A Dedicated Education Units Model for Clinical Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/308602
Category:
Abstract
Type:
Presentation
Title:
Giving Back to Move Forward: Implementing A Dedicated Education Units Model for Clinical Nursing Education
Author(s):
Velasquez, Cathern S.; Elzy, Pamela Smith
Lead Author STTI Affiliation:
Non-member
Author Details:
Cathern S. Velasquez, DNP, RN, CPHM, Catherve@ulh.org; Pamela Smith Elzy, RN, BSN, MA, CNOR
Abstract:

Session presented on: Sunday, November 17, 2013

Challenges to providing quality and effective nursing student clinical educational experiences are a reality in academic nursing education (IOM, 2012). Barriers include an identified lack of qualified faculty and an increased demand for nursing education reflecting perceptions of job stability in uncertain economy (Freundl et al, 2012

This project will evaluate the impact of applying project management processes to implement the Dedicated Education Units (DEU) model for nursing student clinical rotations in an academic medical center while providing a practical solution to clinical faculty shortages.

Using the Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines (Newhouse, Dearholt, Poe, Pugh & White, 2007) supporting quality improvement innovations, the DEU model addresses the clinical faculty shortage utilizing a professional development strategy to train staff RNs as adjunct faculty while maintaining their patient care responsibilities.

Roger’s Diffusion of Innovations Theory (1962) provided the framework supporting this innovation. Nursing leaders acquire the knowledge to become early adopters of this model. Engagement of staff RNs occurs through project implementation, and successful integration reinforces the practicality of educating students in this model. Confirmation is achieved with positive stakeholder interactions supporting continual adoption of the innovation.

Evaluation is inclusive of reviewing successful implementation of the DEU model, impacts to participant engagement, including strategies critical to implementation.

The paradigm shift from traditional to the DEU model for clinical education has improved the quality of the experience for participants. Since 2012, the model has expanded to include additional units. Roger’s theory provides an effective framework for continual adoption of the DEU model for innovative nursing clinical education.

Keywords:
Dedicated Education Units; Adjunct Faculty; Clinical Education
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

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleGiving Back to Move Forward: Implementing A Dedicated Education Units Model for Clinical Nursing Educationen_GB
dc.contributor.authorVelasquez, Cathern S.en_GB
dc.contributor.authorElzy, Pamela Smithen_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsCathern S. Velasquez, DNP, RN, CPHM, Catherve@ulh.org; Pamela Smith Elzy, RN, BSN, MA, CNORen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308602-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p>Challenges to providing quality and effective nursing student clinical educational experiences are a reality in academic nursing education (IOM, 2012). Barriers include an identified lack of qualified faculty and an increased demand for nursing education reflecting perceptions of job stability in uncertain economy (Freundl et al, 2012 <p>This project will evaluate the impact of applying project management processes to implement the Dedicated Education Units (DEU) model for nursing student clinical rotations in an academic medical center while providing a practical solution to clinical faculty shortages. <p>Using the Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines (Newhouse, Dearholt, Poe, Pugh & White, 2007) supporting quality improvement innovations, the DEU model addresses the clinical faculty shortage utilizing a professional development strategy to train staff RNs as adjunct faculty while maintaining their patient care responsibilities. <p>Roger’s Diffusion of Innovations Theory (1962) provided the framework supporting this innovation. Nursing leaders acquire the knowledge to become early adopters of this model. Engagement of staff RNs occurs through project implementation, and successful integration reinforces the practicality of educating students in this model. Confirmation is achieved with positive stakeholder interactions supporting continual adoption of the innovation. <p>Evaluation is inclusive of reviewing successful implementation of the DEU model, impacts to participant engagement, including strategies critical to implementation. <p>The paradigm shift from traditional to the DEU model for clinical education has improved the quality of the experience for participants. Since 2012, the model has expanded to include additional units. Roger’s theory provides an effective framework for continual adoption of the DEU model for innovative nursing clinical education.en_GB
dc.subjectDedicated Education Unitsen_GB
dc.subjectAdjunct Facultyen_GB
dc.subjectClinical Educationen_GB
dc.date.available2013-12-19T17:33:28Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:33:28Z-
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
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