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Related Concept Videos

Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Establishing a secure, collaborative nurse-patient relationship is crucial for delivering high-quality care. This relationship, founded on trust, respect, and honesty, enhances the patient's comfort and willingness to share vital health information. For example, a nurse who listens actively and without judgment provides clear information about health conditions and treatment options and respects patient decisions, which builds a trusting relationship.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Theoretical Foundations of Nursing Practice01:30

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Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Creating and sustaining academic-practice partnerships: lessons learned.

Eileen Breslin1, Mary Stefl, Suzanne Yarbrough

  • 1The University of Texas Health Science Center at San Antonio, School of Nursing, San Antonio, TX 78229-3900, USA. breslin@uthscsa.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|December 7, 2011
PubMed
Summary
This summary is machine-generated.

Building a strong nursing workforce requires academic-practice partnerships. Key lessons learned include the importance of leadership, succession planning, and relationship-building for sustained success.

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Area of Science:

  • Nursing Workforce Development
  • Academic-Practice Partnerships
  • Community Health

Background:

  • Addressing shortages of qualified and competent nursing staff is a critical community need.
  • Existing structures were insufficient to meet the demands for a skilled nursing workforce.

Purpose of the Study:

  • To describe the evolution of an academic-practice partnership aimed at strengthening the nursing workforce.
  • To identify essential organizational and system changes for establishing formal structures to address nursing workforce shortages.

Main Methods:

  • Documenting the development of an academic-practice partnership over time.
  • Highlighting the collaborative engagement of practice and education leaders in strategic priority setting.
  • Focusing on organizational and system-level changes implemented to create formal structures.

Main Results:

  • Formal structures were established through essential organization and system changes.
  • Active engagement from practice and education leaders was crucial at multiple system levels.
  • The partnership evolved to address community needs for a competent nursing workforce.

Conclusions:

  • The formation of new formal structures is anticipated to advance and sustain academic-practice partnerships.
  • Key lessons learned emphasize the importance of change management, leadership at all levels, succession planning, goal persistence, and relationship building.
  • Sustained forward movement in academic-practice partnerships relies on strong interpersonal relationships.