Dictionary

definition: To work together, especially in a joint intellectual effort. together efforts for a mutual goal

Joining

Model curriculum frameworks are meant to guide individual school districts and skills centers as they develop locally designed courses. Education and Services model curriculum frameworks support Education, and Services industry standards and philosophy, as well as the philosophy and fundamental beliefs for technology and industry program design

The discrepancy between nursing as it is taught in the classroom (theory) and nursing as it is experienced by students in the clinical setting (practice) has long been a source of concern to teachers, practitioners and learners. Drawing upon the findings, a comprehensive and multi-dimensional model designed to integrate theory and practice of nursing is proposed for use by curriculum planners. Fundamental to the model is the notion of collaboration between education and service staff at all stages of the curriculum process

the curriculum model to be used sequencing of taught content and clinical practice the content of the course teaching methods to be used assessment criteria the role of tutors in the learning process the contribution of service staff,

Unification in nursing, in which the ultimate responsibility for nursing practice, education, & research reside in one administration, is considered by some deans & directors of nursing service as impossible to achieve & by others as model for nursing in future.

Advocates of unification believe that only by having nurses in education & service involved in a three prolonged effortpractice, teaching & research- will nursing care reach its optimum. Nurses who object believe that although nursing education & nursing services have some goal of optimum nursing care, the specific function of each are different.

The year 1972 was a strategic time for introducing a unification model at Rochester. Unification at Rochester permeates the school & the nursing service. The administrative team- Dr. Ford say no one person could ever do the job alone- consists of dean & director & associate dean for practice & education , clinical chiefs & other who hold major program responsibilities. Collaboration is a method of functioning.

In the clinical areas corresponding to those in medicine, are responsible for both education & practice in their area & for collaboration with medicine & the various hospital departments. The objective is the nursing care of high quality & the continuing education of undergraduate & graduate students as well as staff nurses through the clinical area

Direct the patients care but is also responsible for staff nurses on the unit. This nurse also assist in teaching of students, participates in nursing research on the unit, develop research problems & collaborates with physician in the care of patients. Interviews prospective applicants for staff nurse position & with the staff develops goals for the units & way of attaining these goals.

for student education in the area of their expertise serve as consultant to other nurses , serve with nurse clinician Is to assure good quality care aid in staff development & conduct scientific inquiry. These nurses also collaborate with persons in other discipline to further the mission of the school.

service & education are the two side of same coins & there for all professional nurses dual responsibility
Chairperson with a doctorate Seven clinical nursing departments Departments are further staffed by Unit leader, practitioner- teacher, Registered nurses & practical nurse

The continuum model ranged from a beginning level of collaboration (level I) to the highest (level V) of full collaboration as equal partner.

For e.g.

At level I the participant teacher demonstrates care to the nursing service staff while teaching /supervising students in clinical area. The service staff supervises students according to clearly specified learning objectives & criteria for specific assignments & gives feed back to teacher. At level V , the teacher provide direct nursing care to selected patients & service staff teach in the class room or are fully responsible for student internship.

Level I Existing staff Space for teaching & demonstration & materials for teaching Objective criteria for learning outcomes Minimal written protocol for planning nursing care (jointly prepared)

Level V Adequate number of staff on both sides Comparable level of competency & experience in areas of specific interest Adequate skills in teaching, research, critical thinking & management Patient care based on nursing process incorporating research findings Adequate resources such as manual/journals/nursing books/guidelines

Level I Advantages Indirect impact on improving quality Implementable immediately Achievable Require reorientation & minimal resources Provide platform for further development

Disadvantages Minimal sharing of resources & expertise Few opportunities for role modeling Require more monitoring & supervision Less accountability More coordination required

Level V Advantages Educators sharpen clinical skills & service personnel update their knowledge & teaching skills Better holistic care for patients Can stimulate nursing personnel to give more patient education Better atmosphere for learning & professional role modeling Can motivate & inspire other nursing personnel Cost effective

Improves teaching skills Increase job satisfaction Promotes joint problem solving Bridges gap between theory & practice Mobilizes resources Conducive to clinical research Increases professional autonomy Rapport / collaboration between nursing educators & service personnel

Disadvantages May not easy to implement immediately because of need for administrative changes & approval & financial implications Heavy demand for multiple roles More time needed for discussion & coordination May require more resources or reallocation of resources.

The partnership model, focused on partnership between nursing education & service personnel. The modes of collaboration would involve joint appointment & shearing responsibilities, i.e. teachers sharing in nursing practice & service staff sharing in teaching. The areas of collaboration would include continuing education; action research; special projects; student teaching, supervision & evaluation & supervision & evaluation of nursing personnel

Administrative agreement from both education & service institutions to ensure availability of staff , resources & management support
Availability & willingness of nursing education & service personnel

Shared input from the education & service institutions in terms of personnel & expertise & time & material resources A common collaboration goal with mutual benefit for the nursing services & educational institutions

Use of participative management at all levels

Equal partnership

Assure quality of nursing care Promote optimal use of resources Motivate service personal for continuing education Promote students learning by creating Conducive environment Build confidence rapport between & among nursing education & service personnel

Increase professional autonomy Provide opportunity to improve clinical competence of teachers Provide opportunity to improve teaching skills of service personnel Enhance job satisfaction & morale

Implementation may take long time because of need for administrative changes & approval Shift in primary role as a teacher or nursing service staff caused by the heavy demand of dual role may bring role conflict & frustration. Confusion regarding accountability for patient care. If collaboration does not succeed it may lead to negative attitude for future collaborative activities

Lack of capability for working collaboratively

Lack of motivation Resistance to change Existing overload of work