Building the Clinical Bridge to Advance Education, Research, and Practice Excellence
The University of Michigan School of Nursing and the Health System partnered to develop an undergraduate clinical education model as part of a larger project to advance clinical education, practice, and scholarship with education serving as the clinical bridge that anchors all three areas. The clini...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2012-01-01
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| Series: | Nursing Research and Practice |
| Online Access: | http://dx.doi.org/10.1155/2012/826061 |
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| _version_ | 1832559424562003968 |
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| author | Marilyn Svejda Janet Goldberg Maureen Belden Kathleen Potempa Margaret Calarco |
| author_facet | Marilyn Svejda Janet Goldberg Maureen Belden Kathleen Potempa Margaret Calarco |
| author_sort | Marilyn Svejda |
| collection | DOAJ |
| description | The University of Michigan School of Nursing and the Health System partnered to develop an undergraduate clinical education model as part of a larger project to advance clinical education, practice, and scholarship with education serving as the clinical bridge that anchors all three areas. The clinical model includes clusters of clinical units as the clinical home for four years of a student's education, clinical instruction through team mentorship, clinical immersion, special skills preparation, and student portfolio. The model was examined during a one-year pilot with junior students. Stakeholders were largely positive. Findings showed that Clinical Faculty engaged in more role modeling of teaching strategies as Mentors assumed more direct teaching used more clinical reasoning strategies. Students reported increased confidence and competence in clinical care by being integrated into the team and the Mentor's assignment. Two new full time faculty roles in the Health System support education, practice, and research. |
| format | Article |
| id | doaj-art-7b2f37b42b1c4d0d818a93b78a869f98 |
| institution | Kabale University |
| issn | 2090-1429 2090-1437 |
| language | English |
| publishDate | 2012-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Nursing Research and Practice |
| spelling | doaj-art-7b2f37b42b1c4d0d818a93b78a869f982025-02-03T01:30:01ZengWileyNursing Research and Practice2090-14292090-14372012-01-01201210.1155/2012/826061826061Building the Clinical Bridge to Advance Education, Research, and Practice ExcellenceMarilyn Svejda0Janet Goldberg1Maureen Belden2Kathleen Potempa3Margaret Calarco4Division of Health Promotion & Risk Reduction Programs, School of Nursing, University of Michigan, 400 North Ingalls, Ann Arbor, MI 48109-5482, USADivision of Nursing Business & Health Systems Programs, and Office of Academic Affairs, School of Nursing, University of Michigan, 400 North Ingalls, Ann Arbor, MI 48109-5482, USADivision of Acute, Critical & Long-Term Care Programs, School of Nursing, University of Michigan, 400 North Ingalls, Ann Arbor, MI 48109-5482, USAOffice of the Dean, School of Nursing, University of Michigan, 400 North Ingalls, Ann Arbor, MI 48109-5482, USANursing Administration, University of Michigan Health System, 300 North Ingalls, Suite 5A04, Ann Arbor, MI 48109-5446, USAThe University of Michigan School of Nursing and the Health System partnered to develop an undergraduate clinical education model as part of a larger project to advance clinical education, practice, and scholarship with education serving as the clinical bridge that anchors all three areas. The clinical model includes clusters of clinical units as the clinical home for four years of a student's education, clinical instruction through team mentorship, clinical immersion, special skills preparation, and student portfolio. The model was examined during a one-year pilot with junior students. Stakeholders were largely positive. Findings showed that Clinical Faculty engaged in more role modeling of teaching strategies as Mentors assumed more direct teaching used more clinical reasoning strategies. Students reported increased confidence and competence in clinical care by being integrated into the team and the Mentor's assignment. Two new full time faculty roles in the Health System support education, practice, and research.http://dx.doi.org/10.1155/2012/826061 |
| spellingShingle | Marilyn Svejda Janet Goldberg Maureen Belden Kathleen Potempa Margaret Calarco Building the Clinical Bridge to Advance Education, Research, and Practice Excellence Nursing Research and Practice |
| title | Building the Clinical Bridge to Advance Education, Research, and Practice Excellence |
| title_full | Building the Clinical Bridge to Advance Education, Research, and Practice Excellence |
| title_fullStr | Building the Clinical Bridge to Advance Education, Research, and Practice Excellence |
| title_full_unstemmed | Building the Clinical Bridge to Advance Education, Research, and Practice Excellence |
| title_short | Building the Clinical Bridge to Advance Education, Research, and Practice Excellence |
| title_sort | building the clinical bridge to advance education research and practice excellence |
| url | http://dx.doi.org/10.1155/2012/826061 |
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