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Enhancing Nursing Education Through Academic-Practice Partnerships: Evaluating the Implementation of the Academy of
Brittany A Brennan1, Casey Olson, Abigail Gramlick-Mueller
1Author Affiliations: Assistant Professor of Nursing (Dr Brennan), College of Nursing, South Dakota State University, Brookings, South Dakota; and Nurse Scientist (Dr Gramlick-Mueller), Center for Care Management; Manager (Mrs Olson), Central Resource Pool, Sanford Health, Sioux Falls, South Dakota.
Background:
Innovative strategies are needed to address the nursing shortage and enhance students' transition into practice.
Purpose:
This study examined nursing students' satisfaction, perceived support, and transition-to-practice experiences within the Academy of Clinical Essentials (ACE) model, an innovative academic-practice partnership.
Methods:
A convergent parallel mixed-methods design was used. Students completed a quantitative survey and participated in focus groups. Survey responses were compared to students in traditional clinical groups. Thematic analysis was used to analyze qualitative data.
Results:
ACE students reported higher satisfaction and perceived support than traditional students. Five qualitative themes were identified: individualized learning, consistency fostering trust, mixed impact of extra time, opportunities to improve, and role assimilation. Many ACE students accepted employment at the clinical site postgraduation.
Conclusions:
The ACE model supports student transition to practice and workforce development, particularly in rural areas. Findings underscore the value of immersive clinical education models.
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