INDEX

S.NO CONTENT PAGE NO

1 INTRODUCTION

2 MEANING

3 DEFINITION

4 TYPES OF COLLABORATION

5 NEED FOR COLLABORATION BETWEEN

EDUCATION AND SERVICE

6 MODELS OF COLLABORATION BETWEEN

EDUCATION AND SERVICES

7 CONCLUSION

8 ABSTRACT

9 BIBLIORAPHY

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DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING
EDUCATION AND SERVICE

Introduction
The nursing profession is faced with increasingly complex health care issues driven by :

 Technological and medical advancements

 An ageing population
 Increased numbers of people living with chronic disease
 Spiraling costs.

Collaborative partnerships between educational institutions and service agencies have been
viewed as one way to provide research which ensures an evolving health-care system with
comprehensive and coordinated services that are evidence-based, cost-effective and improve
health-care outcomes

Collaboration is a substantive idea repeatedly discussed in health care circles though the benefits
are well validated, collaboration is seldom practiced. The lack of a shared definition is one
barrier. The complexity of collaboration and the skills required to facilitate the process
formidable much of the literature on collaboration. Many researchers have validated the benefits
of collaboration to include improved patient outcomes, reduced length of stay, cost savings,
increased nursing job satisfaction and retention, and improved teamwork. The focus on benefits
of collaboration could lead one to think that collaboration is a favorite approach to providing
patient care, leading organizations, educating future health professionals, and conducting health

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care research. Contextual elements that influence the formation of collaboration include time,
status, organizational values, collaborating participant and type of problem

Meaning

Collaboration is an intricate concept with multiple attribute identified by several nurse authors
include sharing of planning, making decisions, solving problems, setting goals assuming
responsibility, working together cooperatively, communicating, and coordinating openly related
concepts, such as cooperation, joint practice, and collegiality, are often used as substitutes.

The roots of the word collaboration, namely co-, and labor are, combine in latin to mean “work
together.” that means the interaction among two or more individuals, which can encompass a
variety of actions such as communication, information sharing, coordination, cooperation,
problem solving and negotiation.

A description of the concept of collaboration is derived by integrating outcome-oriented

perspective and grays process-oriented perspective both authors strengthen the definition of
collaboration by considering the type of problem, level of interdependence, and type of outcomes
to seek

According to them

Collaboration is both a process and an outcome in which shared interest or conflict that cannot
be addressed by any single individual is addressed by key stakeholders. The collaborative
process involves a synthesis of different perspectives to better understand complex problems. A
collaborative outcome is the development of integrative solutions that go beyond an individual
vision to a productive resolution that could not be accomplished by any single person or
organization.

It is critical in collaboration that all existing and potential members of the collaborating group
share the common vision and purpose. Several catalysts may initiate collaboration –

 a problem,
 a shared vision,
 a desired outcome,

Definition

Henneman et al. have suggested that collaboration “is a process by which members of various
disciplines (or agencies) share their expertise. Accomplishing this requires these individuals
understand and appreciate what it is that, they contribute to the whole”.

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Hord suggest that "Collaboration is the most formal inter organizational relationship involving
shared authority and responsibility for planning, implementation, and evaluation of a joint effort

Mattessich, Murray and Monsey (2001) Define collaboration as ... a mutually beneficial and
well-defined relationship entered into by two or more organizations to achieve common goals.

Types of collaboration
 Interdisciplinary
 Multidisciplinary
 Transdisciplinary
 Interprofessional

Which further and describe teams, teamwork, and collaboration, have evolved over
time.
 Interdisciplinary is the term used to indicate the combining of two or more disciplines,
professions, departments, or the like, usually in regard to practice, research, education,
and/or theory.

 Multidisciplinary refers to independent work and decision making, such as when

disciplines work side-by-side on a problem. the interdisciplinary process, according to
garner (1995) and hoeman (1996), expands the multidisciplinary team process through
collaborative communication rather than shared communication.

 Transdisciplinary efforts involve multiple disciplines sharing together their knowledge

and skillsacross traditional disciplinary boundaries in accomplishing tasks or goals
(hoeman, 1996).transdisciplinary efforts reflect a process by which individuals work
together to develop a shared conceptual framework that integrates and extends discipline
specific theories, concepts, and methods to address a common problem.

 Interprofessional collaboration has been described as involving “interactions of two or

more disciplines involving professionals who work together, with intention, mutual
respect, and 4commitments for the sake of a more adequate response to a human
problem” interprofessional collaboration goes beyond transdisciplinary to include not
just traditional discipline boundaries but also professional identities and traditional roles.
interdisciplinary collaboration team members transcend separate disciplinary
perspectives and attempt to weave together resources, such as tools, methods, and
procedures to address common problems or concerns.

NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICE

Considerable progress has been made in nursing and midwifery over the past several decades,
especially in the area of education. Countries have either developed new, or strengthened and re-
oriented the existing nursing educational programmes in order to ensure that the graduates have
the essential competence to make effective contributions in improving people’s health and

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quality of life. As a result nursing education has made rapid qualitative advances. however, the
expected comparable improvements in the quality of nursing service have not taken place as
rapidly.

The gap between nursing practice and education has its historical roots in the separation of
nursing schools from the control of hospitals to which they were attached. At the time when
schools of nursing were operated by hospitals, it was students who largely staffed the wards and
learned the practice of nursing under the guidance of the nursing staff. however, under the
prevailing circumstances, service needs often took precedence over student’s learning needs. the
creation of separate institutions for nursing education with independent administrative structures,
budget and staff was therefore considered necessary in order to provide an effective educational
environment towards enhancing students learning experiences and laying the foundation for
further educational development.

While separation was beneficial in advancing education, it has also had adverse effects. under
the divided system, the nurse educators are no longer the practicing nurses in the wards. as a
result, they are no longer directly in the delivery of nursing services nor are they responsible for
quality of care provided in the clinical settings used for student’s learning. the practicing nurses
have little opportunity to share their practical knowledge with students and no longer share the
responsibility for ensuring relevance of the training that the students receive. as the gap between
education and practice has widened, there are now significant differences between what is taught
in the classroom and what is practiced in the service settings.

Most nursing leaders also assert that something has been lost with the move from hospital-based
schools of nursing to the collegiate setting. the familiar observation that graduate nurses can
"theorize but not catheterize" reflects the concern that graduate nurses often lack practical skills
despite their significant knowledge of nursing process and theory. nursing educators know that
development of technical expertise in the modern hospital is possible only through on-the-job
exposure to the latest equipment and medical interventions. schools of nursing have tried to
bridge this gap using state-of-the-art simulation laboratories, supervised clinical experiences in
the hospital, and summer internships. however, the competing demands of the classroom and the
job site frequently result in a less than optimal allocation of time to learn technical skills and

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frustration on the part of the nursing student who tries to be both technically and academically
expert.

The challenge to nursing education is how to combine theoretical knowledge with sufficient
technical training to assure a competent performance by a professional nurse in the hospital
setting. clearly, a partnership between nursing educators and hospital nursing personnel is
essential to meet this challenge.

MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICE

The nursing literature presents several collaborative models that have emerged between
educational institutions and clinical agencies as a means to integrate education, practice and
research initiatives as well as, providing a vehicle by which the theory -clinical practice gap is
bridged and best practice outcomes are achieved.

 CLINICAL SCHOOL OF NURSING MODEL (1995)

The concept of a clinical school of nursing is one that encompasses the highest level of academic
and clinical nursing research and education. This was the concept of visionary nurses from both l
clinical school of nursing university. This occurred within a context of a long history of
collaboration and cooperation between these two institutions going back many years and
culminating in the establishment of the clinical school.

The development of the clinical school offers benefits to both hospital and university. It brings
academic staff to the hospital, with opportunities for exchange of ideas with clinical nurses with
increased opportunities for clinical nursing research. many educational openings for expert
clinical nurses to become involved with the university academic program were evolved. It move
to the concept of the clinical school is founded on recognition of the fundamental importance of
the close and continuing link between the theory and practice of nursing at all levels.

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  DEDICATED EDUCATION UNIT CLINICAL TEACHING MODEL (1999)

In this model a partnership of nurse executives, staff nurses and faculty transformed patient care
units into environments of support for nursing students and staff nurses while continuing
theoretical work of providing quality care to acutely ill adults. Various methods were used to
obtain formative data during the implementation of this model in which staff nurses assumed the
role of nursing instructors. Results showed high student and nurse satisfaction and a marked
increase in clinical capacity that allowed for increased enrollment.

key features of they are:

 Uses existing resources

 Supports the professional development of nurses
 Potential recruiting and retention tool
 Allows for the clinical education of increased numbers of students
 Exclusive use of the clinical unit by school of nursing
 Use of staff nurses who want to teach as clinical instructors
 Preparation of clinical instructors for their teaching role through collaborative staff and
faculty development activities
 Faculty role to work directly with staff as coach, collaborator, teaching/learning
resource to 6 develop clinical reasoning skills, to identify clinical expectations of
students, and evaluate page. student achievement
 Commitment by all to collaborate to build an optimal learning environment.

RESEARCH JOINT APPOINTMENTS(2000)

A joint appointment has been defined by lantz et al. (1994), as “a formalized agreement between
two institutions where an individual holds a position in each institution and carries out specific
and defined responsibilities”.

The goal of this approach is to use the implementation of research findings as a basis for
improving critical thinking and clinical decision-making of nurses. in this arrangement the
researcher is a faculty member at the educational institution with credibility in conducting
research and with an interest in developing a research programme in the clinical setting. the
director of nursing research, provides education regarding research and assists with the conduct
of research in the practice setting. she/he also lectures or supervises in the educational institution.
a formal agreement exists different models of collaboration between nursing education & service
within the two organizations regarding specific responsibilities and the percentage of time
allocated between each. Salary and benefits are shared between the two organizations.

Outcomes identified by Donnelly, Warfel and Wolfe (1994) for the educational institution are
that it becomes more in touch with the real world and more readily able to identify research
questions(and the subsequent study), that have the potential to make a difference to quality of
consumer care delivery. There is also an increasing collaborative relationship with the service
provider, which is important for long term workforce planning. The position has benefits to
nursing/midwifery students due to more explicit focus on directly linking the education setting to

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the clinical context. For practice the outcomes are increased staff involvement in professional
activities including writing for publication,presenting at seminars and conferences and preparing
submissions on professional issues. The clinical chair also facilitates improved access and
support to external research project funding.

 PRACTICE-RESEARCH MODEL (2001)

It is an innovative collaborative partnership agreement between hospital and health service and
curt in university of technology in Perth, Western Australia. The partnership engages academics
in the clinical setting in two formalized collaborative appointments. This partnership not only
enhances communication between educational and health services, but fosters the development
of nursing research and knowledge.

The process of the collaborative partnership agreement involved the development of a practice-
research model (prm) of collaboration. This model encouraged a close working relationship
between registered nurses and academics, and has also facilitated strong links at the health
service with the nursing research and evaluation unit, medical staff and other allied health
professionals. The key concepts exemplified in the application of the model include practice-
driven research development, collegial partnership, collaborative ownership and best practice.
many specific outcomes have been achieved through implementation of the model, but overall
the partnership between registered nurses and academics in the pursuit of research to support
clinical practice has been the highlight.

The key elements underlying the process of collaboration and development of the prm are:

 Collaborative partnership: the collaborative partnership was formed by nursing health 7

professionals, from the community health service and the university who recognized the
need page. To bridge the theory-clinical practice gap and acknowledged the futility of
continuing to work in isolation from each other in practical terms, this involved a formal
contractual arrangement between the organizations that led to the establishment of a
nurse research consultant position.
 Core values and aims of the collaborative partnership: before the actual framework of
the collaborative partnership was decided, a literature review of the most common
models of collaboration in nursing practice was used to promote discussion between the
organizations to clarify and formalize the assumptions underlying the core values, roles
and responsibilities of the partners, during this phase, four key concepts emerged: firstly,
that practice drives research; secondly, the principle of collegial partnership; thirdly,
collaborative ownership, and finally, best practice.

as a consequence of this process of clarification and negotiation, the practice-research model

was developed to operationalise the agreed aims of the partnership, which were:

 To encourage nursing staff to reflect on current nursing practice in order to develop

meaningful research proposal.
 To teach staff the research process via research experience

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  To enable nursing staff to have a key role in the professional development of other staff
via the dissemination of research and quality improvement findings
 To plan and implement changes to practice based on research evidence.

 Nurse research consultant: In the role of the nurse research consultant was articulated as
that of mentor and consultant on issues related to research, methodology publications and
dissemination. Although the prm was specifically designed to enhance nursing research
activity and the implementation of evidence-based community health nursing practice,
the model also encouraged the involvement of the multi-disciplinary team to work to
achieve the aims of the partnership agreement.

Operational framework of the prm

To fulfill the aims of the partnership several key elements formed the operational framework of
the collaborative agreement. One important element of the framework was to enhance nursing
staffs knowledge of the research process via research experience. To achieve this journal clubs
were established in the community health service on a monthly basis. The nurse research
consultant then worked with staff to identify, plan and implement changes to practice based on
research evidence.

A second important element of the prm was to encourage nursing staff to reflect on current
nursing practice and identify clinical problems based on their knowledge and experience of
nursing in order to develop meaningful research proposals and best-practice guidelines. the main
reason for the success of the collaborative arrangement has been the provision of infrastructure to
support the dissemination of research and quality improvement findings through clinical
meetings, workshops and conference presentations by the nursing staff involved in the various
projects.

 COLLABORATIVE CLINICAL EDUCATION EPWORTH DEAKIN (CCEED)

MODEL

In an effort to improve the quality of new graduate transition, worth hospital and in university
ran a collaborative project (2003) funded by the national safety and quality council to 8improve
the support base for new graduates while managing the quality of patient care delivery.

the collaborative clinical education Epworth Deak in (CCEED) model developed to facilitate
clinical learning, promote clinical scholarship and build nurse workforce capability. this model
provided a framework for the first initiative, a undergraduate program that nested the clinical
component of Deak in university undergraduate nursing curriculum within Epworth hospital
health service environment

The CCEED undergraduate program sees undergraduate nursing students attending lectures at
Deak in University in the traditional manner but completing all tutorials, clinical learning
laboratories and clinical placements at Epworth hospital throughout their three year course.
Tutorials, laboratories and clinical placements are conducted by Epworth clinicians who are
prepared and supported by Deak in school of nursing faculty. These clinicians also support the

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student-preceptor 9relationship in the clinical learning component of the curriculum. the
expectation was that increased .integration between hospital and university would enhance
clinical education resulting in improved students’ application of knowledge and skill as well as
increased socialization to the clinician role.

key findings of the 2005 pilot CCEED program were

 Students’ learning objectives were met and satisfaction was high.

 Undergraduate clinical education was valued by preceptors and managers as a
workforce investment strategy
 Preceptors were enriched in their clinician role as a result of their participation in the
program and reflection on the process.
 Preceptor continuity promoted a trusting relationship that enabled preceptors to
confidently encourage student initiative.
 Preceptors managed multiple roles in order to meet demands of patient care and student
learning.

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  THE COLLABORATIVE LEARNING UNIT (BRITISH COLUMBIA) MODEL

The collaborative learning unit model was based on the ‘dedicated education units concept
developed, successfully implemented, and researched in Australia. The collaborative learning
unit model of practice education for nursing is a clinical education alternative to preceptor ship.
in the model, students practice and learn on a nursing unit, each following an individual set
rotation and choosing their learning assignment (and therefore the registered nurse with whom
they partner), according to their learning plans. Unlike the traditional one-to-one preceptor ship-,
an emphasis is placed on student responsibility for self-guiding, and for communicating their
learning plan with faculty and clinical nurses (e.g., the approaches to learning and the
responsibility they are seeking to assume). all nursing staff members on the collaborative
learning unit are involved in this model and, therefore, not only do the students gain a wide
variety of knowledge but the unit also has the ability to provide practice experiences for a large
number of students.

Specifically, a collaborative learning unit is a nursing unit where all members of the staff,
together with students and faculty, work together to create a positive learning environment and
provide high quality nursing care. clinical nurses preparing to adopt the clu model have
described a positive learning environment as one where questions are expected. in the clu
approach the students are not attached to the units as an ‘extra set of hands’ to augment the
nursing workforce, but are present as learners with a primary interest in gaining entry-level
knowledge and competency associated with baccalaureate-prepared nursing practice. as learners
in the clu model, students are supported by experienced clinical nurses, faculty and, ideally
,nurse researchers. Students recognize a positive learning environment when they perceive their
questions are welcomed, and when they receive thoughtful responses at mutually selected times
for students and staff. for faculty (e.g., academic instructors), key questions focus on determining
what nursing knowledge is needed to provide high quality nursing care. thus, in a clu, where
critical questioning is promoted, students can systematically learn to “think like a nurse” and can
demonstrate what they know and can do, as undergraduate nurses who are members of a
healthcare team.

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  THE COLLABORATIVE APPROACH TO NURSING CARE (CAN- CARE)
MODEL (2006)

The can-care model emerged as academic and practice leaders acknowledged the need to work
together to promote the education, recruitment and retention of nurses at all stages of their
career. the idea of a partnership model emerged when the Christine e. lynn college of nursing,
Florida Atlantic university, was awarded a grant from tenet healthcare foundation to initiate an
accelerated second-degree bsn program. the goal was to design an educationally dense, practice-
based experience to socialize second-degree students to the role of professional nurse. a
secondary goal was to enhance and support the professional and career development of unit-
based nurses. A commitment to a constructivist approach to learning, an immersion experience
to recognize the unique needs of accelerated second-degree learners, and to emphasize the
partnership among the academic and practice setting, were guiding forces in the creation and
enactment of the model.

The essence of the can-care model is the relationship between the nurse learner (student) care
and nurse expert (unit-based nurse), within the context of each nursing situation. the semantics of
the based nursing student as learner and unit-based nurse as expert, in place of the more common
traditional labels of based preceptor and preceptor are critical to the intentionality of the collegial
focus of the model. The label nurse learner was designated to place the emphasis on the learning
role and the reflective and as continuous nature of knowledge construction. the learner is
responsible and accountable for engaging in the learning process and for taking an active role in
establishing a learning partnership with the nurse expert. Unit based nurses are experts in the
work of nursing care. the title unit-based nurse expert was chosen to recognize the gifts they
bring to the profession and share with the nurse learner.

Through this model the student comes to know the organizational context of nursing practice, the
multifaceted role of professional nurses, and assumes responsibility for coming to know the
meaning of nursing in each unique situation. The unit-based nurse acquires new skills based in
mentoring, exposure to evidenced evidenced-based practice, and to theoretical knowledge

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through association with the college. This approach to education in the practice setting is thought
to be more consistent with the educational needs of nurses who are preparing for the challenges
of professional practice in today’s acute care settings.

 THE BRIDGE TO PRACTICE MODEL (2008)

The bridge to practice model is distinctly different from other clinical models

 First, students complete all of their clinical experiences in one participating hospital.
 Second, one full-time teaching faculty serves as a liaison for each bridge hospital
This faculty member is given a space, usually in the nursing education department, and is
then available to serve as a resource for not only the clinical associates but also for the
hospital nursing staff. In this model, therefore, there can be numerous clinical associates
in one hospital with one full-time university faculty overseeing the clinical experiences.
Third, students are actively involved in selecting their clinical placements.

The bridge to practice model proposed by catholic university of America, school of

nursing(2008), uses a cohort approach in which students complete medical-surgical clinical
nursing education at the same facility. Students must apply for clinical placement in the hospital
of their choice via a clinical application form. Clinical placement decisions are based on
academic performance and maturational level. Participating students undergo 415 hours of
clinical experiences (nine academic credits) focused on medical-surgical nursing. these clinical
practice progresses from adults in health and illness: basic, an introductory nursing course, to
medical-surgical nursing leadership, a senior level course taken in the last semester of
baccalaureate study.

COLLABORATION OF NURSING EDUCATION AND SERVICE IN

INDIA

The gap between nursing practice and education has its historical roots in the separation of
nursing schools from the control of hospitals to which they were attached. at the time when
schools of nursing were operated by hospital, it was the students who largely staffed the wards
and learned the practice of nursing under the guidance of the nursing staff. however, service
needs often took precedence over students’ learning needs. the creation of separate institutions
for nursing education with independent administrative structures, budget and staff was therefore
considered necessary to provide an effective educational environment towards enhancing
students’ learning experiences and laying the foundation for further educational development.

while this separation has been beneficial in advancing nursing education, it has also had adverse
effects. under the divided system, the nurse educators are no longer the practicing nurses in the
wards or directly involved in the delivery of nursing services, nor responsible for the quality of
care different models of collaboration between nursing education & service provided in the
clinical settings used for students’ learning. the practicing nurses have little opportunity to share
their practical knowledge with students and no longer share the responsibility for ensuring the
relevance of the training that the students receive. as the gap between education and practice has
widened, there are now significant differences between what is taught in the classroom and what

13
is practiced in the service settings. the need for greater collaboration between nursing education
and services calls for urgent attention. we have two institutions which are practicing dual role,
education & practice : NIMHANS, Bangalore and CMC, Vellore. More institutions need to
adopt this model. This will help improve the quality of nursing education with overall objective
of improving the quality of nursing care to the patients and community at large.

 DUAL ROLE MODEL IN NIMHANS

Following the amalgamation of 1974 resulting in NIMHANS, the faculty of the nursing
department took up the dual responsibility of providing clinical services as well as conducting
teaching programs. in 1975, all the grade ii nursing superintendents working in the hospital were
designated tutors to maintain uniformity in the department. combined workshops were conducted
under the guidance of who consultant Mrs. Morril to prepare the tutors who came from grade ii
nursing superintendent cadre for teaching purpose and to make the lectures and tutors associated
with educational programmes (dpn course& 9-months course in psychiatric nursing) comfortable
with clinical supervision. After both groups felt comfortable to assume the dual responsibility,
the areas of supervision were designated. the head of the department of nursing was given the
responsibility for both the service and the education component of the department.

integration of education with service raised the quality of patient care and also improved the
quality of learning experiences for nursing students, under the close supervision of teachers who
were also practitioners.

 INTEGRATIVE SERVICE-EDUCATION APPROACH IN CMC VELLORE

College of nursing under Christian medical college, Vellore, where nurse educators are
practicing in the wards or directly involving in the delivery of nursing services. this enables the

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practicing nurse to share her practical knowledge to the student nurse who is practicing in the
concerned wards.

government of India conducted a pilot study on bridging the gap between education and service
in select institutions like one ward of AIIMS the project was successful, patients and medical
personnel appreciated the move but it required financial resources to replicate this process.

CONCLUSION

Estimating the future need for registered nurses with various educational backgrounds is
complicated by differing perceptions of educators and employers about the appropriate base of
knowledge and skills new graduates need. these differences began to be apparent when nursing
education moved away from its historical base in hospitals in response to abuses and
inadequacies that were believed to characterize the apprentice type of training they provided.
they continue to plague the profession3. many nursing service administrators believe that
academic nurse educators, removed from the realities of the employment setting, are preparing
students to function in ideal environments that rarely exist in the real and extremely diverse
worlds of work. in turn, many nurse educators believe that nursing service administrators fail to
provide work environments conducive to the kinds of nursing practice their graduates--
particularly baccalaureate --are equipped to conduct different models of collaboration between
nursing education & service and that, furthermore, new graduates of baccalaureate, and diploma
programs should be differentiated in their functional work assignments. the report of a task force
of the American association of colleges of nursing observes that "… conflicting philosophies,
values, and priorities between nurse educators and nursing services administrators have generally
served to deter a mutual understanding and acceptance of responsibility for quality patient care."
to succeed, nursing educators and care providers alike must strengthen their response to these
challenges with innovative solutions built into the program design and administration. closer
collaboration between nurse educators and nurses who provide patient services is essential to
give students an appropriate balance of preparation.

All the models pursue collaboration as a means of developing trust, recognizing the equal value
of stakeholders and bringing mutual benefit to both partners in order to promote high quality
research, continued professional education and quality health care. The literature supports the
utility of such collaborations. for example, the most frequently cited positive outcomes are job
satisfaction ,improved educational experiences for pre-registration nursing students, increased
self-confidence and improved knowledge base for nurses the majority of these models are based
on a joint appointment model where the nurse is initially employed by a health service or a
university and divides his or her time between teaching and clinical practice.

ABSTRACT

The purpose of this research study was to describe a model to facilitate collaboration between the
institutions of higher education and psychiatric health care services in order to promote
psychiatric clinical nursing education, with guidelines to operationalize the model. In spite of the
calls by statutory bodies and contemporary legislation for collaboration between institutions of
higher education and psychiatric health care services, there are few instances where formalized
15
collaborative ventures exist to promote psychiatric clinical nursing education. Since the move of
nursing education from hospital-based schools to colleges and universities, there was no attempt
to redefine the most appropriate roles for nurse educators and clinical facilitators regarding
student teaching and learning, given this realignment. The consequence was that the relationship
between these institutions is characterized by territoriality; a lack of integration of knowledge
and expertise of nurse educators and clinical facilitators; a lack of sharing the necessary
resources to facilitate cooperative teaching thus increasing the existence of academia-service gap
and/or theory-practice gap to develop. There was therefore a need to develop a model with
guidelines for operationalization of the model to facilitate collaboration between institutions of
higher education and psychiatric health care services to promote psychiatric clinical nursing
education. The research questions that emerged were:

• What is the meaning of collaboration between institutions of higher education and psychiatric
health care services within psychiatric clinical nursing education?

• How can collaboration between institutions of higher education and psychiatric health care
services be facilitated to promote psychiatric clinical nursing education? To realise the aim of
this research, the following objectives are formulated:

• To explore and describe the meaning of the concept “collaboration” between the institutions of
higher education and psychiatric health care services within a psychiatric clinical educational
context (theoretical and empirical perspectives);

• To explore and describe the perceptions of nurse educators, nurse managers, and (i) clinical
facilitators with regard to how collaboration between institutions of higher education and
psychiatric health care services can be facilitated to promote psychiatric clinical nursing
education;

• To conceptualise the identified concepts of the model for collaboration to facilitate psychiatric
clinical nursing education;

BIBLIOGRAPHY

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Practice.Edition 1St .Emmess Medical Publisher.
 Neerja KP.Text Book Of Nursing Education.Edition.1st .Jaypee Publisher
 www.ncbi.nlm.nih.gov/pubmed
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