A Clinical Academic Practice Partnership: A Clinical Education Redesign

The clinical academic practice partnership (CAPP), a clinical redesign based on the dedicated education unit concept, was developed and implemented by large, private school of nursing in collaboration with 4 clinical partners to provide quality clinical education, to explore new clinical models for...

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Bibliographic Details
Published in:Journal of professional nursing 2013-05, Vol.29 (3), p.128-136
Main Authors: Jeffries, Pamela R., Rose, Linda, Belcher, Anne E., Dang, Deborah, Hochuli, Jo Fava, Fleischmann, Debbie, Gerson, Linda, Greene, Mary Ann, Jordan, Elizabeth “Betty” T., Krohn, Vicki L., Sartorius-Merganthaler, Susan, Walrath, Jo M.
Format: Article
Language:English
Subjects:
Academic
Clinical
Clinical academic partnership
Clinical academic practice
Clinical education
Clinical medicine
Clinical nursing
Clinical practice
Curriculum
Decision Making, Organizational
Education
Educational partnerships
Evaluation
Hospital Administration
Interinstitutional Relations
Leadership
Models, Organizational
Nursing
Nursing education
Partnership
Partnerships
Planning Techniques
Preceptor
Preceptorship
Private schools
Program Evaluation
Quality of education
Schools, Nursing - organization & administration
Task forces
Unit
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Summary:The clinical academic practice partnership (CAPP), a clinical redesign based on the dedicated education unit concept, was developed and implemented by large, private school of nursing in collaboration with 4 clinical partners to provide quality clinical education, to explore new clinical models for the future, and to test an innovative clinical education design. An executive steering committee consisting of nursing leaders and educators from the school of nursing and the clinical institutions was established as the decision-making and planning components, with several collaborative task forces initiated to conduct the work and to accomplish the goals. This article will describe methods to initiate and to organize the key elements of this dedicated education unit-type clinical model, providing examples and an overview of the steps and elements needed as the development proceeded. After 18 months of implementation in 4 different nursing programs in 4 different clinical institutions, the clinical redesign has shown to be a positive initiative, with students actively requesting CAPP units for their clinical experiences. Preliminary findings and outcomes will be discussed, along with nursing education implications for this new clinical redesign.
ISSN:8755-7223
1532-8481
DOI:10.1016/j.profnurs.2012.04.013