Pi Phi Chapter

Collaborative nursing leadership: Education in action

Nursing Research on the Green

2014 Abstract

Julie Ponto, PhD, RN, CNS, ACNS-BC, AOCNS®; Jacqueline Puppe, MSN, RN; Sherry Wolf, MS, RN, CNS, ACNS-BC, AOCNS®; Anna Myburgh, MS, RN; Michel Benz, MS, RN; Diane Forsyth, PhD, RN; Winona State University-Rochester; Mayo Clinic-Rochester

  • Background:  Nurses need to attain requisite role competencies to deliver high-quality care in increasingly complex care environments. These competencies include leadership, health policy, system improvement, research and evidence-based practice, teamwork, and collaboration (IOM, 2010).                        
  • Significance:  This call to action does not stop at the point of care—it also pertains to developing nursing leaders. When learners take an active role in the learning process there is higher retention of knowledge (Di Leonardi, 2008).  
  • Purpose/objective:  The aim was to engage Master’s nursing students in active learning and develop a procedural guideline and education for a new specialty practice initiative.      
  • Methods/project:  The Nursing Education Specialist and Clinical Nurse Specialist preceptors identified a collaborative project to meet unit and organizational needs, achieve academic course requirements, and mentor the students in evidence-based practice, leadership, change management, communication, project management, and collaboration. The students, preceptors, and faculty worked collaboratively to develop and implement the new specialty practice.                               
  • Results:  The collaboration was successful in actively engaging, teaching, and mentoring students. Students applied education, leadership and role competencies taught in their programs, navigated the healthcare system, and developed the clinical practice and education for implementation of RN chest tube removal. Meanwhile, there was mutual accountability to implement the practice within deadlines.
  • Clinical implications:  This experience benefitted students, faculty, and preceptors. The collaborative work within roles and with students was a great opportunity for the students to actively learn and develop expertise in a new practice area. Involving students in a collaborative practice model provided an opportunity to demonstrate leadership competencies within a supervised academic clinical learning environment. Our recommendation is to further engage academic and practice partnerships in a collaborative learning environment.

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