Creating and Sustaining Education and Practice Synergy on a Dedicated Education Unit

2.50
Hdl Handle:
http://hdl.handle.net/10755/316873
Category:
Full-text
Type:
Presentation
Title:
Creating and Sustaining Education and Practice Synergy on a Dedicated Education Unit
Author(s):
DeMeester, Debbie
Lead Author STTI Affiliation:
Alpha
Author Details:
Debbie DeMeester, PhD, RN, CNE, email: Ddemeest@iu.edu
Abstract:

Session presented on: Saturday, April 5, 2014

The Dedicated Education Unit (DEU) clinical education model has the potential to increase pre-licensure nursing program capacity, ensure stable clinical placement sites, blend faculty teaching expertise with staff nurse practice proficiency, and provide students with an authentic learning environment. This presentation will describe themes that emerged from a phenomenological study of the lived experience of nursing faculty on a DEU.  This inquiry was guided by the approach of Max van Manen and the interview transcripts were analyzed using Colaizzi’s method. The participants were full-time faculty members from seven schools of nursing in four geographic divisions of the U.S.  They were teaching on a DEU at the time of the study; however, all participants had previously taught using the traditional faculty-supervised clinical model and all had some level of involvement in establishing the DEU. This presentation will explore the meaning of the faculty experience as they transitioned to teaching on a DEU and offer insight into the similarities and differences among the participants’ perceptions of the essence of their role.  Through the narratives of the participants, best practices for creating and sustaining a synergy of learning in a DEU will be shared.  Implications for nursing education will be discussed including approaches for a successful transition to teaching in a new learning partnership and strategies to guide and engage staff nurse clinical instructors, promote deep student learning, and support evidence-based nursing practice on the unit. This information will be useful for faculty, faculty leaders, and nursing practice leaders who are considering implementation of the DEU clinical nursing education model or similar education-practice partnerships.
Keywords:
Clinical Learning; Practice Education Partnerships; Faculty Roles
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleCreating and Sustaining Education and Practice Synergy on a Dedicated Education Uniten_GB
dc.contributor.authorDeMeester, Debbieen_GB
dc.contributor.departmentAlphaen_GB
dc.author.detailsDebbie DeMeester, PhD, RN, CNE, email: Ddemeest@iu.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316873-
dc.description.abstract<p>Session presented on: Saturday, April 5, 2014</p>The Dedicated Education Unit (DEU) clinical education model has the potential to increase pre-licensure nursing program capacity, ensure stable clinical placement sites, blend faculty teaching expertise with staff nurse practice proficiency, and provide students with an authentic learning environment. This presentation will describe themes that emerged from a phenomenological study of the lived experience of nursing faculty on a DEU.  This inquiry was guided by the approach of Max van Manen and the interview transcripts were analyzed using Colaizzi’s method. The participants were full-time faculty members from seven schools of nursing in four geographic divisions of the U.S.  They were teaching on a DEU at the time of the study; however, all participants had previously taught using the traditional faculty-supervised clinical model and all had some level of involvement in establishing the DEU. This presentation will explore the meaning of the faculty experience as they transitioned to teaching on a DEU and offer insight into the similarities and differences among the participants’ perceptions of the essence of their role.  Through the narratives of the participants, best practices for creating and sustaining a synergy of learning in a DEU will be shared.  Implications for nursing education will be discussed including approaches for a successful transition to teaching in a new learning partnership and strategies to guide and engage staff nurse clinical instructors, promote deep student learning, and support evidence-based nursing practice on the unit. This information will be useful for faculty, faculty leaders, and nursing practice leaders who are considering implementation of the DEU clinical nursing education model or similar education-practice partnerships.en_GB
dc.subjectClinical Learningen_GB
dc.subjectPractice Education Partnershipsen_GB
dc.subjectFaculty Rolesen_GB
dc.date.available2014-05-13T16:44:28Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:28Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
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