Karen A Theobald1, Fiona Maree Coyer2,3,4, Amanda Jane Henderson5,6, Robyn Fox2,7, Bernadette F Thomson6, Alexandra L McCarthy8,9. 1. School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000, Australia. k.theobald@qut.edu.au. 2. School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000, Australia. 3. Centre for Health Care Transformation, Q Block, 60 Musk Avenue, Kelvin Grove, Queensland, 4059, Australia. 4. Royal Brisbane and Women's Hospital, Herston, Queensland, 4029, Australia. 5. School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, Queensland, 4000, Australia. 6. Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, Queensland, 4102, Australia. 7. Metro North Hospital and Health Service, Herston, Queensland, 4029, Australia. 8. School of Nursing, Social Work and Midwifery, University of Queensland, St Lucia, Queensland, 4072, Australia. 9. Mater Health Services, Raymond Terrace, South Brisbane, Queensland, 4101, Australia.
Abstract
BACKGROUND: Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. METHODS: The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. RESULTS: Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. CONCLUSION: Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.
BACKGROUND: Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. METHODS: The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. RESULTS: Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. CONCLUSION: Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.
Authors: Victor J Dzau; Alex Cho; William Ellaissi; Ziggy Yoediono; Devdutta Sangvai; Bimal Shah; David Zaas; Krishna Udayakumar Journal: N Engl J Med Date: 2013-09-12 Impact factor: 91.245