Article
Management
Qirong Chen, Xirongguli Halili, Wenjun Chen, Junqiang Zhao, Aimee R. Castro, Siyuan Tang, Honghong Wang, Yuting Xia, Guiyun Wang, Chongmei Huang
Summary: This study aimed to explore the perceptions and experiences of academic and clinical nurses on academic-practice partnership in evidence-based practice. The results showed that academic-practice partnership is a necessary strategy to promote evidence-based practice, and different modes of partnership provide more opportunities for both academic and clinical nurses. However, there are also challenges in building effective partnerships. A good academic-practice partnership can create a win-win situation for nursing academia and clinical practice.
JOURNAL OF NURSING MANAGEMENT
(2023)
Article
Nursing
Angela Moss, Sarah Livesay, Barbara Swanson
Summary: This paper shares two major initiatives implemented at a Midwest College of Nursing to improve support for practice-based scholarship, serving as a blueprint for other schools interested in elevating and advancing PBS.
Article
Nursing
Wendy Bowles, Jacalyn Buck, Bevra Brinkman, Brenda Hixon, Jinhong Guo, Anita Zehala
Summary: This study aimed to compare a new clinical model with traditional clinical teaching and assess the impact of evidence-based practice strategies on staff and student nurses. The findings underscored the importance of relationships and partnerships in clinical teaching.
JOURNAL OF CLINICAL NURSING
(2022)
Article
Education, Scientific Disciplines
Kyla F. Woodward, Paula M. Kett, Mayumi Willgerodt, Nicole Summerside, Jennie Hart, Diana Taibi Buchanan, Tamara C. Cunitz, Carly Birkey, Brenda K. Zierler
Summary: Through an academic-practice partnership, this project enhanced ambulatory care competencies among nursing students and provided ongoing education for practicing nurses. Data showed improvements in students' perceptions of self-efficacy and actual performance. This project is of great importance for strengthening the ambulatory care nursing workforce.
NURSE EDUCATION TODAY
(2022)
Article
Education & Educational Research
Mark Barrow
Summary: This paper challenges the view of nursing as a discipline and discusses how nursing academics establish the legitimacy and academic identity of the discipline through their actions. It also explores how they achieve ontological congruence and the importance of this for the recognition of nursing in the academy.
Article
Education & Educational Research
Eunhee Hwang, Jeonghyun Kim
Summary: This study aimed to determine the effects of stress, depression, and anxiety on academic burnout according to the clinical practice experience of nursing students. The results showed that stress, anxiety, and depression were positively correlated with academic burnout. Anxiety and depression explained 44% of academic burnout in students without clinical practice experience, while stress and major satisfaction explained 33% of academic burnout in students with clinical practice experience.
BMC MEDICAL EDUCATION
(2022)
Article
Education, Scientific Disciplines
Mark Barrow, Linlin Xu
Summary: Nurse academics in this study understand their academic identity as research-related, relational and dynamic, and strive to maintain their engagement with teaching, research and clinical practice.
NURSE EDUCATION TODAY
(2021)
Article
Nursing
Lizette Jakobsen, Laura Wacher Qvistgaard, Bettina Trettin, Mette Juel Rothmann
Summary: This study explored the experiences and perspectives of nurses transitioning into entrepreneurship, and the impact of entrepreneurship on their role and professional identity. Findings revealed that nurse entrepreneurs face challenges between traditional and new nursing cultures, but also have significant opportunities for learning and development.
JOURNAL OF ADVANCED NURSING
(2021)
Article
Multidisciplinary Sciences
Gines Mateo-Martinez, Maria Carmen Sellan-Soto, Antonio Vazquez-Sellan
Summary: The contemporary narrative of nursing identity in Spain revolves around reflections on the epistemology of care, confronting tradition, and breaking into new modes of self-image where the profession is legitimized and projected from historical consciousness. This can be used to support reflective practice in academic and healthcare settings as well as promote a paradigm shift.
Article
Psychology, Multidisciplinary
Francesca Alby, Cristina Zucchermaglio, Marilena Fatigante
Summary: This study explores the contribution of participation in different groups to the development of professional practices of psychotherapist trainees. It shows that trainees not only learn the practices of specific groups, but also develop a meta-learning that takes place across groups. Transversality, duration, and informality are found to be the group properties with the highest formative value, and learning practices across different groups have common characteristics.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education, Scientific Disciplines
Junghee Cho, Ok-Hee Cho, Kyung-Hye Hwang
Summary: This study aims to understand the experience of disgust felt by nursing students in a clinical learning environment. The study found that nursing students experience disgust during their learning process, and high disgust sensitivity is related to negative outcomes in terms of academic and caring behavior. Therefore, nurse educators should be aware of students' potential disgust and stress in clinical settings, and provide support to help students address their emotions and prevent them from impacting their nursing careers.
NURSE EDUCATION TODAY
(2023)
Article
Management
Maya R. Kalogirou, Christine Chauvet, Olive Yonge
Summary: The study highlights the need for strong academic-practice partnerships in the nursing education field. By enhancing communication and cooperation between leaders in education and practice, better preparation for newly graduated nurses and bridging the theory-practice gap can be achieved through the establishment of a joint committee and increasing touchpoints. Clinical experiences can act as additional touchpoints for discussing clinical mentorship needs and building stronger academic-practice relationships.
JOURNAL OF NURSING MANAGEMENT
(2021)
Article
Nursing
Kelly Gonzales, LeAnn Holmes, Abbey Klein, Leeza Struwe, Alyson Hanish
Summary: This article discusses the challenges and relationships between faculty practice and academic nursing in the context of nursing education. Through a survey of nursing faculty and administrators from six different universities in the United States, it is found that faculty practice in academic nursing has both benefits and challenges in non-educational aspects. The benefits and challenges should be carefully considered for the future development of academic nursing and faculty practice.
Article
Education, Scientific Disciplines
Tara C. Horrill, Anisa A. Rahman Isse, Naomi Armah, Josie D. Bolianatz, Jane V. Karpa, Stephanie Lelond, Katrina M. Martin, Donna E. Martin, Diana McMillan, Kim M. Mitchell, Kendra L. Rieger, Lynn S. Scruby, Christina West
Summary: This study explores how peer mentorship impacts the development of academic identity, highlighting the relational nature of academic identity development and the importance of providing mentorship to graduate nursing students outside of formal learning spaces.
NURSE EDUCATION TODAY
(2021)
Review
Public, Environmental & Occupational Health
Krista Jones, Glenda Burnett, Laura Sztuba, Robin Hannon
Summary: Established in 2012, the state public health nurse (PHN) Leaders Workgroup aimed to facilitate the development of statewide PHN Academic practice partnerships; funded by grants in 2016 and 2017, the workgroup supported 10 pilot projects; partnerships were reported as valuable by students, faculty, and practice partners, although barriers such as provider participation, adherence to project timelines, communication, and group dynamics were identified.
PUBLIC HEALTH NURSING
(2021)