DIFFERENT MODELS

OF COLLABORATION
BETWEEN NURSING
EDUCATION AND
SERVICE
PREPARED BY : ELSY MAYJO
1ST YEAR MSC NURSING
 INTRODUCTION
 Collaboration is a substantive idea repeatedly discussed in health
are 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 literatrue on collaboration
 It is critical in collaboration that all existing and potential
members of the collborating 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”.

 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 entered into by two or more
organizations to achieve common goals .
 OBJECTIVES

 Provide client- directed and client centered care using

a multidisciplinary , integrated , participated
framework
 Enhance continuity across continum of care
 Improve client and family satisfaction with care
 Provide quality , cost effective , research based care
 Promote mutual respect , communication
 Develop interdependent
 TYPES OF COLLABORATION

 Interdisciplinary
 Multidisciplinary
 Transdisciplinary
 Interprofessional
  INTERDISCIPLINARY :Is the term used o 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(n 1995) and hoeman
(1996), expands the multiplanar team process through collaborative
communication rather than shared communication.
 TRANSDISCIPLINARY:Collaboartion has been described as involving
“interactions of two or more disciplines involving professionals who work together ,
with intention , mutual respect, and for commitments 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.


 CHARACTERISTICS OF COLLABOARTION
 Joint venture
 Co operative endeavor
 Willing participation
 Shared planning and decision making
 Team approach
 Contribution of expertise
 Shared responsibility
 Non hierarchical relationship
 Shared power ( based on knowledge and expertise)
 ELEMENTS OF COLLABOARTION
 Communication
 Mutual respect and trust
 Decision making
 Status
 Organizational values
 Type of problem
 Collaborating participants
NEED FOR COLLABORATION BETWEEN
EDUCATION AND SERVICE

effective
communication

identity active
development LOGGER citizenship

critical thinking
 MODELS OF COLLABORATION BETWEEN
EDUCATION AND SERVICE
1. Clinical school of nursing model (1995)
2. Dedicated education unit clinical teaching model ( 1999)
3. Research joint appointments ( 2000)
4. Practice research model (PRM 2001)
5. Collaborative clinical education Epworth Deakin (CCEED 2003)
6. The collaborative learning unit model ( British Columbia 2005)
7. The collaborative approach to nursing care (CAN care model
2006)
8. The bridge to practice model (2008)
 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 LA TROBE and Alfred clinical school of
nursing university.
 It move to the concept of the clinical school is founded on recognition of the fundamental
importance of athe close and continuing link between the theory and practice and practice of
nusring at all levels
 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 actually ill adults.
 Key features of they are :
1. Uses existing resources
2. Supports the professional development of nurses
3. Potential recruiting and retention tool
4. Allows for the clinical education of increased numbers of students
5. Exclusive use of the clinical unit by school of nursing
6. Use of staff nurses who want to teach as clinical instructors
7. Preparation of clinical instructors for their teaching role through collaborative staff and faculty development
activities.
8. Faculty role to work directly with staff as coach , collaborator , teaching / learning resources to 6 develop clinical
reasoning skills, to identify clinical expectations of students, and evaluate page. Student achievement.
9. Commitment by all to collaborate to build an optimal learning environment.
RESEARCH JOINT APPOINTMENTS (2000)