COLLABORATION ISSUES AND MODELS WITHIN AND OUTSIDE NURSING

PRESENTED BY:
DAKA LAMARE
M.Sc. (N) 1st YEAR
INRODUCTION
The word collaboration, namely co and labor are combined in Latin which
means “work together”

Collaboration is a process in which two or more individuals work together

jointly influencing one another, for the

attainment of goal

An effective collaboration is characterized

by building and sustaining

“win-win-win” relationships
DEFINITION
• According to Henneman et al, “Collaboration is a process by which members
of various disciplines or agencies shared their expertise. Accomplishing this,
requires these individuals understand and appreciate what it is that they
contribute to the whole”

• According to Hord, 1886, “Collaboration is the most formal inter-

organizational relationship involving shared authority and responsibility for
planning, implementations, and evaluation of a joint effort”
OBJECTIVES
 To seek creative, integrated solution where need and goal
of both the sides are important commitment and
consensual decision
 To learn to grow through co-operative problem solving
resulting in greater understanding and empathy
 To identify, share and merge vastly different viewpoints
KEY ELEMENTS OF COLLABORATION
Cooperation: It is respecting the opinions of others and being
willing to examine alternative points of views and changed
personal beliefs and personal prospective
Assertiveness: It exists when individual in the team support each
other and all view points are aired fully and the consensus can be
achieved within the team
Shared responsibility: It supports a decision that is determined by
consensus and ultimately participating in implementation of a
plan
KEY ELEMENTS OF COLLABORATION
Communication: Each team member is responsible for sharing critical
information about patient care and issue relevant to clinical decision
making. Communication must be appropriate and timely
Coordination: It is the efficient organization of the necessary components
of care, coordination reduces duplication of effort and guarantee that the
most qualified person will address a problem or task important to the
work of the disciplinary team
Collegiality: It emphasis on mutual respect and professional approach to
inter-team problems rather than blaming others or avoiding responsibility
for one’s own error
CHARACTERISTICS
Shared goals: First collaboration in community health nursing is goal
directed. The nurse, clients and other involved in the collaboration
effort or partnership recognize specific reasons for entering into the
relationship
Mutual participation: All team members contribute and are
mutually benefited. The professionals including the nurses involved in
the collaboration will offer their own specific ideas and expertise to
design the wellness program
CHARACTERISTICS
Maximized use of resources: A third characteristic of collaboration
is that it maximizes the use of community resources. The collaborative
partnership designed to draw on the expertise of those who are most
knowledgeable and in the best positions to influence a favourable
outcome
 Clear responsibility: Collaboration team members work in
partnership and assume clearly defined responsibilities. Effective
collaboration clearly designates what each member will do to
accomplish the identified goals
CHARACTERISTICS
Set boundaries: Collaboration in community health practice has set
boundaries, with a beginning and end that fall within the goals of the
communication. An important part of defining collaboration is
determining the conditions under which it occurs and when it will be
terminated
HOW TO IMPROVE EXISTING WORKING RELATIONSHIP BETWEEN
NURSING EDUCATION AND NURSING SERVICE

 Allow interchange between nursing services and nursing education

whenever possible
 Conduct interpersonal workshop for nursing service and nursing
education personnel together
 Organize ward conference, round for both nursing education and
service personnel
HOW TO IMPROVE EXISTING WORKING RELATIONSHIP BETWEEN
NURSING EDUCATION AND NURSING SERVICE

 Encourage nursing tutors to involve ward staff in clinical

institution
 Involve senior staff from hospital as a guest lecturer
 Provide opportunities for academic training for service staff
STRUCTURE OF COLLABORATION RELATIONSHIPS

1. A beginning phase 3.The termination phase

2. The middle phase

BARRIERS IN EFFECTIVE COLLABORATION

Lack of communication
Lack of understanding and appreciation
Lack of mutual trust and lack of respect
Dominance of one discipline over the other
Territoriality
Attitude
Working roles and relationships
THE NURSE AS A COLLABORATOR/COLLABORATION WITHIN NURSING

With patient With peers

THE NURSE AS A COLLABORATOR/COLLABORATION WITHIN NURSING

With other healthcare With professional

professionals organisation
 COLLABORATION OUTSIDE NURSING

Cultural Relativism

Cultural sensitivity

Transcultural reciprocity
MODELS OF COLLABORATION
1. Dedicated education unit clinical teaching model
2. Collaborative Approach to Nursing Care (CAN-care) Model, 2006
3. The Bridge to Practice Model
4. Nurse consultant Model
5. Nurse Clinician Model
6. Nurse Research Model
DEDICATED EDUCATION UNIT CLINICAL
TEACHING MODEL

 In this model, a partnership of nurse executives, staff nurses and

faculty transformed patient care units into environment of support for
nursing students and staff nurses while continuity of the critical work
of providing quality care to acutely-ill adult
 Staff nurses assumed the role of nursing instructor
 Result showed high student and nurse satisfaction and marked
increase in clinical capacity that allowed for increase enrolment
DEDICATED EDUCATION UNIT CLINICAL
TEACHING MODEL
Key features of the DEU are:
 Uses existing resources
 Support the professional development of nurses
 Allows for the clinical education of increased number of students
 Use of staff nurses who want to teach as clinical instructor
 Faculty role to work directly with staff as a coach, teaching/learning resources
to develop skills, to identify clinical expectation of students and evaluate
student’s achievement
COLLABORATIVE APPROACH TO NURSING CARE
(CAN-Care) MODEL, 2006
The CAN-Care model emerged as academic and practical
leaders acknowledge the needs to work together to promote the
education, recruitment and retention of nurses at all stages of
career
COLLABORATIVE APPROACH TO NURSING CARE
(CAN-Care) MODEL, 2006
Goals:
 To socialize second degree students to the role of a professional
nurse
 A secondary degree was to enhance and support the professional
and career development of unit based nurses
 To emphasis the partnership among the academic and practice
setting
THE BRIDGE TO PRACTICE MODEL

The bridge to practice model provides undergraduates

nursing students with continuity in medical-surgical education
through placement in the same hospital for all medical-surgical
clinical rotation. Hospital that participates in the bridge model
provides senior clinical nurse preceptors whose time is paid by
the university
THE BRIDGE TO PRACTICE MODEL

Key features of the model:

 First, students complete all of the clinical experiences in one participating hospital
 Second, one full-time teaching faculty serves as a liaison for each bridge hospital
 Third, students are acutely involved in selecting their clinical placement
 Students must apply for clinical placement in the hospital of their choice via a
clinical application form
 Clinical placement decisions are based on academic performance and maturation
level

 
NURSE CONSULTANT MODEL

The key ingredient is partnership between educational

and nursing service institutions and personnel.
Partnership relationship combines the strength of the practical
application and practical knowledge from nursing service
sector and educational/theoretical knowledge from educational
sector
NURSE CONSULTANT MODEL
The benefits are:
 It provides assistance in staff development program and conducting
in-service and continuing educational program
 Leads to flexible options for incorporating new ideas, new
approaches, in nursing practice and nursing education
 Accessible to nurses who are unable, not ready or not interested in
further formal communication
NURSE CLINICIAN MODEL

 Share teaching and service staff responsibility

 Full time teachers are involved in direct patient care
 Full time nursing service staffs are involved in teaching
activities, i.e., clinical preceptors, instructors or lecturers
NURSE CLINICIAN MODEL

 Provide opportunities for teachers to maintain and improve

clinical skills
 Provide opportunities for nursing service staff to expand
their knowledge base and their clinical skills which in turn
improves teaching and clinical effectiveness
NURSE RESEARCHER MODEL

Aim is to improve nursing practice through research

and to further education and functioning of peer-
professionals leads to strengthening the theory base for
nursing practice and the practice base for research and
theory development efforts
 
CONCLUSION

Collaboration involves some shared functions and

common focus on the same missions. However, the
health care system has moved towards more
collaborative efforts and initiatives in which providers
and clients become partner in the care