This article describes an example of an academic-practice partnership between a university-based school of nursing and a multihospital health system that is based on our common past and has grown significantly as we have embraced opportunities for collaboration and innovation. Our primary goals were to enhance the education of students and staff and, ultimately, improve patient care outcomes. These goals were closely aligned with the recommendations of the Institute of Medicine's taskforce on the Future of Nursing for seamless academic progression and improved practice environments. The expansion of the partnership centered on three separate initiatives: education, health information technology, and practice involvement.
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Institute of Nursing Science, Faculty of Medicine and University Hospital Cologne, University of Cologne, Gleueler Straße 176-178, 50935, Cologne, Germany.
Background: Living Labs, as a type of academic-practice partnerships, possess the potential to transform care and research into a participatory partnership and narrow the research-practice gap to improve evidence-based and Person-centred care. Given the lack of systematic investigations of Living Labs in healthcare, we will establish a dementia-specific academic-practice partnership (Living Lab Dementia) in Germany and conduct a process evaluation. The aim of this study is to gain insights into the intervention itself (mechanisms of impact) and its implementation process (degree of implementation, barriers, and facilitators).
View Article and Find Full Text PDFNurse Leader Perspectives on Precepting in a Graduate Nursing Administration Practicum.
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Author Affiliations: Assistant Professor (Dr Hickman), Assistant Professor (Dr Petri), and Coordinator (Connors), University of Maryland School of Nursing, Baltimore.
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Academic-Practice-Partnership of Bern University of Applied Sciences and Insel Gruppe, Bern University Hospital, 3008 Bern, Switzerland.
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Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, United States.
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