Relationship of Nursing Service and Nursing Education

By:Jasmin Abella, RNRelationship of Nursing Service and Nursing EducationNURSING SERVICE:OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :OBJECTIVES OF NURSING SERIVCE IN HOSPITAL :FUNCTIONS OF NURSING SERVICES:SOUND ORGANISATIONAL PLANNING FOR HOSPITAL NURSING SERVICESSOUND ORGANISATIONAL PLANNING FOR HOSPITAL NURSING SERVICESSOUND ORGANISATIONAL PLANNING FOR HOSPITAL NURSING SERVICESSOUND ORGANISATIONAL PLANNING FOR HOSPITAL NURSING SERVICESSOUND ORGANISATIONAL PLANNING FOR HOSPITAL NURSING SERVICESORGANIZATION AND MANAGEMENT OF NURSING SERVICE UNITORGANIZATION AND MANAGEMENT OF NURSING SERVICE UNITORGANIZATION AND MANAGEMENT OF NURSING SERVICE UNITORGANIZATION AND MANAGEMENT OF NURSING SERVICE UNITDETERMINING THE NURSING STAFF REQUIREMENTROLE AND FUNCTION OF NURSE ADMINISTRATORAdministration Organizes, directs and supervises the nursing services both day and night. Coordinates assignments of staff. Establishes the general pattern of delegation of responsibilities and authority. Formulates standing orders for the nursing careROLE AND FUNCTION OF NURSE ADMINISTRATOREnsures appropriate allocation of duties and responsibilities to all nursing staff working under her. Formulates nursing policies to ensure quality patient care and adequate attention at all times. Responsible for efficient functioning of the nursing staff. Evaluates the personal performance of the nursing staff.

ROLE AND FUNCTION OF NURSE ADMINISTRATORDiscipline Ensure that a standard of discipline of nursing staff is high at all times. Maintain good order and discipline in wards / departments. Makes daily rounds of the hospital wards / departments and also seriously ill patients. Brings immediately to the notice of the medical superintendent all matters concerning neglect of duty, insubordination either by nursing staff, patients or visitors or any un-towards incident.

ROLE AND FUNCTION OF NURSE ADMINISTRATORPublic Relations Promotes and maintains harmonious and effective relationship with the various administrative departments of the hospital and related community agencies. Maintain cordial relationships with the patients and their families. ROLE AND FUNCTION OF NURSE ADMINISTRATORConfidential Reports Initiates the confidential reports of nursing staff on due dates. Responsible for the nursing budget. Education Carries out in-service training for all categories of nursing staff and paramedical personnel and keeps the records of such trainings. Conduct various update courses based on the needs. Encourages the personnel to participate in the continuing education program.

ROLE AND FUNCTION OF NURSE ADMINISTRATORWelfare Responsible for health and welfare of nursing staff. Ensures annual and periodical health examination and maintenance of health records. Conferences Responsible for organizing and conducting staff meeting of the nursing staff once in three months. Holds conference in nursing care problems and discuss policies as regards to working conditions, working hrs and other facilities.

ROLE AND FUNCTION OF NURSE ADMINISTRATORSupervision Supervises nursing care given to the patients and all nursing activities within the nursing unit. Supervises the work of all paramedical staff of the hospital.

Records and Reports Maintains various records such as duty roster nursing staff, day off book, personal bio-data, leave plan, staff conference book, courses file etc.

PROBLEMS AND CHALLENGES FACED BY THE NURSE ADMINISTRATOR Lack of adequate training. Problem of personnel management. Inadequate number of nursing staff. Shortage of trained manpower. Lack of motivation. No involvement in planning. Poor role model. No research scope. Professional risk/hazards. No autonomy in nursing activities.

MODES OF ORGANIZING PATIENT CARECase method nursing or total patient care. Functional nursing Team nursing or modular nursing Primary nursingCase management or managed care CASE METHODIn this method, nurses assume total responsibility for meeting all the needs of assigned patients during their time on duty. Characteristics:Complete care. nurses with high autonomy and responsibility. It is developed and communicated through written sources, its usage remains in contemporary practice. The lines of authority and accountability are clear.FUNCTIONAL METHOD In this, persons were assigned to complete certain tasks rather than care of specific patients. Ex. Checking BP, administering medicationsCharacteristics:A functional method is a technical approach of nursing care. The available staff in the unit, for a particular period of time, are assigned selected functions of nursing practice such as vital signs, treatments, medications. All the responsibilities are assigned in accordance with the expertise. The only person who has responsibility of the client is the head nurse or nurse acting the role.

TEAM NURSINGTeam nursing is based in the philosophy in which a group of professional and non- professional personnel work together who identify, plan, implement and evaluate comprehensive centered care.Characteristics: ancillary personnel collaborate in providing care. Team nursing involves decentralization of nursing unit and professional head nurse authority. Each team composed of a team leader, team members and patients. Comprehensive care is the responsibility of the entire team.

The head nurse has the responsibility to know the conditions of all patients assigned to the team and planning individual care. democratic leadership. Group members are given as much as autonomyPRIMARY NURSINGIt is also called relationship based nursing. It involves total nursing care, directed by a nurse on 24 hour basis as long as the client is under the care.Characteristics:The RN primary nurse assumes 24-hour responsibility from admission or start of treatment to discharge or the treatments end. During work hours, primary nurse provides total direct care for that patient.

When the primary nurse is not on duty, care is provided by other junior nurses. An integral responsibility of the primary nurse is to establish a good communication The combination of clear interdisciplinary group communication and consistent, direct patient care by relatively few nursing staff allows for holistic, high quality patient care.

COLLABORATION RELATIONSHIP OF NURSING EDUCATION AND SERVICECollaborative partnerships between educational institutions and service agencies have been viewed as one way to provide research which ensures an evolving health-care system with comprehensive and coordinated services that are evidenced-based, cost- effective and improve health-care outcomes.Definition:Is a process by which members of various disciplines (or agencies) share their expertise. Accomplishing this requires these individuals understand and appreciate what is it that they contribute to the whole. (Henneman)Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation and evaluation of a joint effort. (Hord, 1986)A mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals. (Mattessich, Murray, and Monsey, 2001)TYPES OF COLLABORATIONInter-disciplinaryto indicate the combining of two or more disciplines, professions, departments, or the like, usually in regard to practice, research, education, and/or theory.Multi-disciplinaryrefers to independent work and decision making, such as when disciplines work side-by-side on a problem.

Transdisciplinaryreflect a process by which individuals work together to develop a shared conceptual framework that integrates and extends discipline specific theories, concepts, and methods to address a common problem.Inter-professionalgoes beyond transdisciplinary to include not just traditional discipline boundaries but also professional identities and traditional roles. Interdisciplinary collaboration team members transcend separate disciplinary perspectives and attempt to weave together resources, such as tools, methods, and procedures to address common problems or concerns.

NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICEBefore, school of nursing were run by hospitals, but as time goes by, when certain circumstances arise, the need of separation of school of nursing and hospital was needed to provide an effective educational environment and for the enhancement of nursing education and further educational development. Though the nursing education benefitted from the separation as it allows for advancement, most nursing educators are not a practicing staff in the hospital and are no longer directly involved in the delivery of nursing service. As a result, it created a gap between education and practice, what is taught in the classroom is different from the practice in the area.

MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICECLINICAL SCHOOL OF NURSING MODEL(1995)

From the visionary nurses from both La Trobe and The Alfred Clinical School of Nursing University. Its concept is that it encompasses the highest level of academic and clinical nursing research and education. It is founded on the recognition of the fundamental importance of the close and continuing link between the theory and practice of nursing at all levels

Dedicated Education Unit Clinical Teaching Model (1999)

A partnership where a nurse executives, staff nurse, and faculty transformed patient care units into environments of support for nursing students and staff nurses while continuing the critical work of providing quality care to acutely ill adults. Results showed high student and nurse satisfaction and a marked increase in clinical capacity that allowed for increased enrolment.

Research Joint Appointments (Clinical Chair) (2000)

The goal is to use the implementation of research findings as a basis for improving critical thinking and clinical decision-making of nurses. In this arrangement the researcher is a faculty member at the educational institution with credibility in conducting research and with an interest in developing a research programme in the clinical setting.

Practice-Research Model (PRM) (2001)

An innovative collaborative partnership agreement between Fremantle Hospital and Health Service and Curtin University of Technology in Perth, Western Australia. The partnership engages academics in the clinical setting in two formalized collaborative appointments.

This partnership not only enhances communication between educational and health services, but fosters the development of nursing research and knowledge. Encouraged a close working relationship between registered nurses and academics, and has also facilitated strong links at the health service with the Nursing Research and Evaluation Unit, medical staff and other allied health professionals

Collaborative Clinical Education Epworth Deakin (CCEED) model (2003)

Developed to facilitate clinical learning, promote clinical scholarship and build nurse workforce capabilityprovided a framework for the first initiative, a CCEED undergraduate program that nested the clinical component of Deakin University's undergraduate nursing curriculum within Epworth Hospital's health service environment

Collaborative Learning Unit (British Columbia) Model, 2005

based on the Dedicated Education Units concept developed, successfully implemented, and researched in Australiaa clinical education alternative to PreceptorshipOn this model, students practice and learn on a nursing unit, each following an individual set rotation and choosing their learning assignment, according to their learning plansan emphasis is placed on student responsibility for self-guiding, and for communicating their learning plan with faculty and clinical nurses

All nursing staff members on this model are involved and, therefore, not only do the students gain a wide variety of knowledge but the unit also has the ability to provide practice experiences for a larger number of students

Enables a level of student independence that helps them move into the work-world.

In this model, nursing faculty, clinical nurses and students work collaboratively to enhance learning opportunities as well as develop the professional knowledge base of nursing

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The Collaborative Approach to Nursing Care (CAN-Care) Model (2006)

The CAN-Care model emerged as academic and practice leaders acknowledged the need to work together to promote the education, recruitment and retention of nurses at all stages of their career.The goal was to design an educationally dense, practiced-based experience to socialize second-degree students to the role of professional nurse.To enhance and support the professional and career development of unit-based nurse.The essence of CAN-Care Model is the relationship between the nurse learner (student) and nurse expert (unit-based nurse), within the context of each nursing situation.The learner is responsible and accountable for engaging in the learning process and for taking an active role in establishing a dyadic learning partnership with the nurse expert.Through this model the student comes to know the organizational context of nursing practice, the multifaceted role of professional nurses, and assumes responsibility for coming to know the meaning of nursing in each unique situation.