Academic-practice partnerships appear to be a chief feature towards the consolidation of the nursing practice and providing assistance in nursing for implementing conversion and progressing the level of the health care in the societies. “The Institute of Medicine (IOM) Future of Nursing report, released in 2010, identified the need for nurses to achieve higher levels of education and training through an improved education system that promotes seamless academic progression” (Gale par. 4). First of all, the requirement for effective enterprises between theory and training had been acknowledged preceding the publication of the given research. Several years ago, the Advisory Board’s Nursing Executive Center issued a research specifying the consequences of a widespread review of provision and theoretical frontrunners that recognized breaches in thirty-six capabilities in freshly graduated nursing workers (Boyer 43). Moreover, the researchers stated that the nursing seminaries in the United States declined more than forty thousand of competent candidates from baccalaureate nursing platforms due to an inadequate amount of facilities, medical positions, and restricted schoolroom space.
This information should have the role of a foundation for the proposition of an innovative academic-practice partnership. As the amount of the declined competent candidates grew to more than sixty thousand applicants with the course of the following year, with the absence of medical preceptors and financial limitations additional to the initial causes, the academic-practice partnership is needed to be implemented as promptly as possible. The objective of the academic-practice partnership is to upsurge the amount of advanced practice registered nurses competent to encounter the expected upsurge in health care request. This approach is based on the theory of Dr. Dreher. Dr. Dreher “shared the Rush model of transforming a “sick care” system into a health care system by providing a learning environment in which students learn to practice in sites that are platforms of innovation, preparing graduates to lead change” (Gale par. 7). One example of his numerous programs was an initiative to encourage citizens to prevent obesity in their surroundings, which comprised the accumulation of twenty seven miles of safeguarded and secure bike tracks and five hundred novel bike stands all over the town.
As a fragment of the new project of implementing the innovative academic-practice partnership, no less than four medical centers affiliating with the nursing seminaries or colleges should be presented with a relevant amount of assets (Hutchings and Huber 45).
Faculty-practitioner conglomerates that focus on the reciprocally conventional, practice-pertinent urgencies possess a great possibility to bring together academy and practice. Each of the entities possesses a dissimilar determination or assignment; nonetheless, composed acceptance of equally advantageous prospects by the means of the maintainable conglomerates, exponentially escalates the consequences that could lead to an investigation and facility concentrating on the studentship of job-related treatment in a broad diversity of situations. These ‘best training’ locations are aimed to advance model sequencers in the work-related treatment of stress, occupation-based preparation, submission of indication in medical decision-making and implementation studentship accomplishments into their average practice (Crist, Munoz and Hansen 77). The consequences for the first stage of the partnership consist of donation medical preparation for nurse practitioner undergraduates, the expansion of disease/self-organization wellness prototypes, and on-site manager-founded hospitals responding to the requirements of low- to middle-revenue workers. One of the main consequences of this academic-practice partnership will be aimed towards decreasing tobacco usage, corpulence deterrence, HIV preclusion, implementing the admittance to health care, forcefulness anticipation, the health of the underage patients, and various other significant health issues.
Works Cited
Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate, San Francisco, California: Jossey-Bass, 1997. Print.
Crist, Patricia, Jaime Munoz and Anne Hansen. “The Practice-Scholar Program: An Academic-Practice Partnership to Promote the Scholarship of Best Practices.” Occupational Therapy in Health Care 19.1 (2005): 71-93. Print.
Gale, Sharon 2013, Building Academic-Practice Partnerships: Sharing Best Practices. Web.
Hutchings, Pat and Mary Huber. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, Sudbury, Massachusetts: Jossey-Bass, 2011. Print.