Sara Pedregosa1, Núria Fabrellas2, Ester Risco3, Mariana Pereira4, Ewa Dmoch-Gajzlerska5, Fisun Şenuzun6, Sandra Martin7, Adelaida Zabalegui8. 1. Hospital Clinic of Barcelona, Barcelona, Spain. 2. Faculty of Medicine and Health Sciences, School of Nursing, University of Barcelona, Spain. 3. REFiT Barcelona Research Group, Parc Sanitari Pere Virgili, Vall d'Hebron Institute of Research (VHIR), Barcelona, Spain. 4. Instituto Politécnico de Setúbal, Portugal. 5. Medical University of Warsaw, Poland. 6. Ege University Faculty of Nursing Internal Medicine Nursing, Turkey. 7. Center of Expertise Health Innovation at UC Leuven-Limburg, Belgium. 8. Hospital Clinic of Barcelona, Barcelona, Spain. Electronic address: azabaleg@clinic.cat.
Abstract
OBJECTIVES: This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students' clinical learning when compared with traditional models. REVIEW METHODS: PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure methodological quality. RESULTS: Fourteen studies were included in the review. The Collaborative Teaching Model and the Dedicated Education Unit model were tested in randomized controlled trials. Dedicated Education Unit, Dedicated Education Centre, Clinical Education Units, Education Partnership model, Collaborative educational-practice model and Collaborative clinical practicum model were evaluated in four experimental studies and ten quasi-experimental studies. Studies did not include patient participation, and staff and faculty had anecdotal presence. CONCLUSION: There is limited evidence on the effectiveness of academic-practice partnership models. However, the complementary roles of clinical faculty and clinical mentor, in addition to education and health institutions managers commitment could successfully facilitate students' clinical learning.
OBJECTIVES: This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students' clinical learning when compared with traditional models. REVIEW METHODS: PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure methodological quality. RESULTS: Fourteen studies were included in the review. The Collaborative Teaching Model and the Dedicated Education Unit model were tested in randomized controlled trials. Dedicated Education Unit, Dedicated Education Centre, Clinical Education Units, Education Partnership model, Collaborative educational-practice model and Collaborative clinical practicum model were evaluated in four experimental studies and ten quasi-experimental studies. Studies did not include patient participation, and staff and faculty had anecdotal presence. CONCLUSION: There is limited evidence on the effectiveness of academic-practice partnership models. However, the complementary roles of clinical faculty and clinical mentor, in addition to education and health institutions managers commitment could successfully facilitate students' clinical learning.
Authors: Jennifer Clifton; Annette T Maruca; Susan J Loeb; Donna M Zucker; Mary Muse; Deborah Shelton Journal: J Prof Nurs Date: 2022-02-16 Impact factor: 2.272