Strong clinical practice is a cornerstone of health care training, providing aspiring health care professionals with hands-on experiences necessary to deliver safe, high-quality patient care. In recent years, dedicated education units (DEUs) emerged as an innovative approach to bridging the gap between academia and clinical practice. This innovative integration of academic-practice partnerships contributes to the development of a highly ready, highly skilled health care workforce. This manuscript reviews implementation strategies, evaluation, and DEU impact, promoting student nurse academic enrollment and readiness for safe nursing practice.
Across the United States, the adoption of DEUs has gained significant momentum. According to recent statistics, over 70% of United States nursing programs incorporated DEUs into their curriculum.1 This growing trend reflects the recognition of DEUs as a valuable tool for addressing the challenges posed by increasing student enrollment, increasing clinical placement capacity, increasing faculty and clinical instructor needs, ultimately ensuring future nurses are equipped with the essential competencies needed in a dynamic health care environment.
DEUs are designed in various models to meet the specific needs and resources of health care and academic institutions. Common models include the traditional DEU model, which designates a unit within a health care facility exclusively for student education, and the partnership DEU model allows health care and academic institutions to collaborate in creating a structured educational environment. These models ensure tailored and effective educational experiences for students, both offering a unique approach to resource utilization.
While models can change, the true success of DEUs hinge on the strength of its academic-practice partnership. Establishing and maintaining a robust collaboration between these two entities is paramount for the effective implementation and sustainability of DEUs. Such partnerships ensure DEUs align with the evolving health care landscape, provide opportunities for interprofessional collaboration while meeting the demands of safe clinical practice.
This manuscript explores best practices associated with DEUs by examining both research and practical experiences. It identifies key components contributing to DEU success through a comprehensive analysis of literature and real-world examples. These findings offer insight on how health care and academic institutions may use the DEU approach to improve health care delivery and enhance registered nurse (RN) readiness for clinical practice.
Review of Literature
Academic-Practice Partnership
A robust academic-practice partnership is the true success of DEUs. This collaborative relationship between academic institutions and health care systems forms the foundation upon which DEUs are built. Academic-practice partnerships ensures clinical education aligns with the evolving demands and realities of health care practice. The symbiotic nature of its partnership mitigates gaps in theoretical knowledge and practical application.
Numerous studies highlight the positive impact of robust academic-practice partnerships on the effectiveness of DEUs.2,3 These partnerships facilitate providing students with a holistic and tangible understanding of patient care. Furthermore, such partnerships foster an environment of mutual respect, trust, and shared goals, enhancing the learning experience for students and promoting professional growth among clinical instructors.
Academic-practice partnerships also reinforce alignment in mission, vision, and values. Collaborating with a similarly driven entity supports achievable outcomes. When students are actively learning, reinforcement and repetition is key. Academic-practice partnerships allows student to learn about foundations of practice in the classroom and then experience those concepts in clinical practice.
Nurse-to-Student Ratios
In addition to the need for a strong partnership, maintaining optimal nurse-to-student ratios is another critical component of successful DEUs. Effective ratios are vital for creating a supportive learning environment while ensuring appropriate patient care. Literature underscores the importance of a balanced ratio allowing students to actively engage in care delivery under the supervision of experienced clinicians.4,5 When nurse-to-student ratios are appropriate, students receive the necessary guidance and support, which is crucial for hands-on learning. Moreover, these ratios support clinical instructors by allowing them to fulfill both roles of clinical expert and mentor.
Each state Board of Nursing has guidelines for maximum nurse-to-student ratios in a clinical setting. Depending on classification as a group clinical or an individual placement, qualified clinical instructors are present to help educate and guide practice while in a student learning environment. Knowing and evaluating effective nurse-to-student ratios are important, as clinical units can be structured uniquely and patient acuity can differ. Having both academic and practice leaders invest in DEU creation accounts for both structure and acuity circumstances, creating a successful learning ratio for the clinical instructor and the student learner.
Unit Culture
The importance of optimal nurse-to-student ratios is further complemented by the culture of the clinical unit itself. A positive unit culture characterized by open communication, mutual respect, and a commitment to education creates an environment conducive to learning.6 Studies show a supportive unit culture significantly enhances the confidence and satisfaction of both the student nurse and clinical instructor, ultimately contributing to the overall success of learning on a DEU.7,8
This supportive unit environment not only benefits students but also encourages clinical instructors to continuously improve and innovate in their teaching practices. Nurses are people and are drawn to a culture which values them, their services, and their overall desire to provide excellent care. Taking care of the person, whether it is the patient, the student, or the clinical instructor, are all foundational to human service. A unit’s culture can fulfill the desire of self-belonging, value, and service from a student and a clinical instructor, further creating a new graduate nurse pipeline of employment interest post-graduation.
Nurse Leaders
Central to fostering a positive unit culture are effective nurse leaders who play a pivotal role in the success of DEUs. Effective nurse leaders serve as vital advocates for both education and clinical practice.9,10 Their commitment to fostering a culture of continuous learning and professional development is essential for merging academic learning with practical readiness. Moreover, strong nurse leaders extend their influence beyond the DEU, creating a vision for untapped opportunities and shaping the broader clinical environment.
In DEU creation, passionate nurse leaders from both the academic institution and health system must understand the importance of safe, quality learning and how didactic and practice must align. Nurse leaders committed to the academic-practice partnership and DEU creation are the point-of-contact to design, develop, deploy, and debrief growth opportunities. No longer is it appropriate for academics to teach and health systems to train, there must be cohesion between the two.
Adaptability
The role of effective nurse leaders intersects with the need for DEU adaptability. The ability of DEUs to adapt to changing circumstances, such as evolving health care landscapes and educational needs, is vital to DEU sustainability and effectiveness. The ability to adjust to physical location changes due to remodels, training related to new equipment, education regarding a practice or policy update, all are relevant to integrating adaptability into practice.11,12
Studies emphasize the importance of flexible and dynamic DEU models responding to new trends and challenges in health care, ensuring both educational and clinical needs are met. With advancements in artificial intelligence and virtual nursing, learning how to adapt to practice changes effectively and efficiently are warranted traits for this generation of nurses. Having units embrace student learning, creating an inclusive environment of adaptability for all, aids in reassurance for successful future care models.
In summary, the success of DEUs is driven by a combination of interconnected factors. A robust academic-practice partnership lays the groundwork, while optimal nurse-to-student ratios and a positive unit culture create a conducive learning environment. Effective nurse leadership further enhance this environment by promoting continuous learning and adaptability, ensuring DEUs remain aligned with both educational goals and clinical practice needs. Together, these elements contribute to the development of a highly skilled health care workforce ready to deliver patient care.
Academic-Practice Partnership Development
To address the critical need for a practice-ready nursing workforce, a private, religiously affiliated liberal arts college in the southeastern United States partnered with a prominent regional health system in the same area. The collaboration focused on implementing DEUs to enhance student nurse enrollment. This initiative aimed to meet the increasing demand for new graduate registered nurses (RNs) prepared for clinical practice.
Formation of the Partnership
The initiative’s genesis lay in the concerted efforts to secure endorsement and commitment from both institutions’ executive leadership. A pivotal meeting convened key stakeholders from various domains including executive administrators, nurse leaders, finance experts, marketing professionals, and strategic planners. This assembly was instrumental in establishing the foundational framework for the ensuing partnership.
Defining Partnership Goals
The inaugural meeting served as an opportunity for delineating the overarching objectives of this formal partnership. Over subsequent meetings, six primary goals were identified as critical needs:
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Formal Memorandum of Understanding (MOU): The foremost objective was crafting a comprehensive MOU delineating the nature, scope, and purpose of the partnership. This document served as the foundation, guiding continuous collaborative efforts of both institutions.
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Amplifying Nursing Enrollment: A pivotal facet was the endeavor to augment academic enrollment of student nurses, particularly within the Accelerated Bachelor of Science in Nursing (ABSN) program. By leveraging resources and expertise of both institutions, this endeavor aimed to fortify the pipeline of future health care professionals utilizing marketing and social media platforms.
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Increasing Graduate Commitment to the Health System: In a bid to bolster the nursing workforce, fostering a higher rate of nursing graduates committed to serving within the identified health system upon completion of their formal education was important. This commitment served to enhance the stability of the workforce and cultivate professional allegiance among nursing graduates.
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Development of Micro Credentials and Certificates: Recognizing the evolving demands within health care, the partnership sought to create targeted micro credentials and certificate programs tailored to meet specific needs of practicing nurses, especially in areas of high demand, leadership development and surgical services.
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Creation of Teaching Appointments: An integral component of the collaboration was the creation of dual appointed and joint appointed teaching opportunities within the health system for bedside RN experts. Formal appointments were needed between the health system and the academic institution to leverage the knowledge and practice expertise of bedside RN staff, while providing bedside RNs the ability to grow their career in education.
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DEU Identification: Identifying DEU locations was critical to the success of the academic-practice partnership in achieving its established goals. Several factors were considered in selecting appropriate units, including proximity to the academic institution, availability of relevant service lines, unit size, patient acuity levels, and the willingness of bedside RNs to take on appointed educational roles. Strong onsite nurse leadership and support were also essential in fostering a positive learning environment.
Six-Goal Implementation and Evaluation
MOU
The development of the MOU was crucial in forming the academic-practice partnership. Leaders from both organizations worked together to draft a comprehensive yet flexible MOU, allowing for future expansion into other health professions. It outlined key initiatives aimed at promoting collaboration and improving the educational experience for student nurses.
First Initiative
The first initiative focused on finance and joint appointments, emphasizing the financial commitments of both parties. The MOU detailed provisions for student nurse tuition assistance, aiming to alleviate financial barriers and increase enrollment. New graduate RN work-back options were created, allowing students the ability to own their career path. Collaborative discussions convened supporting tuition match, as both parties adjusted their commitments to each other in support of the ABSN tuition expense.
This initiative also addressed the creation of dual and joint appointments for nursing staff. It allowed bedside RNs to serve as clinical instructors, adjunct faculty, or participate as guest lectures. To ensure fair compensation, the MOU included discussions regarding salary and benefits for these roles.
The effectiveness of this initiative was evaluated by monitoring student enrollment numbers, retention rates, and the financial impact on both organizations. MOU conversations began in October 2022, by March 2024, a 16.2% increase was gained in ABSN students committed to working at the health care organization.
Feedback from bedside RNs serving in dual or joint appointed roles was also gathered to assess their satisfaction and identify potential areas for improvement. Not only did bedside RNs repeat their teaching commitment to the partnership, as of September 2024, there are 11 bedside RNs in either joint or dual appointed roles across five of the multi-site health care hospitals.
Second Initiative
The second initiative targeted marketing and recruitment strategies. Recognizing the importance of promoting the partnership to attract prospective students, the MOU outlined a joint marketing plan leveraging existing strengths of both organizations. This plan included coordinated branding efforts, social media campaigns, and priority messaging highlighting the unique advantages of the academic-practice partnership.
The success of these marketing strategies began with a first-ever joint marketing advertisement promoting the newly formed academic-practice partnership, its student support opportunities, and the partnership’s investment to career growth. The academic institution also pivoted their marketing initiatives to highlight nursing degrees specifically. Application and enrollment trends, as well as engagement metrics on social media platforms were analyzed. Additionally, surveys were conducted with prospective student nurses to gauge their perceptions of the partnership and the effectiveness of the promotional efforts. Positive feedback was gained which propelled the marketing strategies forward.
Third Initiative
The third initiative centered on nurse development. Opportunities were provided for nursing staff who served as clinical instructors to receive formal leadership competency training and recognition for their professional development. The MOU also outlined the development of student to leader training programs supporting formal academic credit, micro-credentials, and certificates, ensuring current and future leaders were adequately prepared for leading the nursing profession.
The outcomes of this initiative were evaluated by tracking completion rates of the training programs and the attainment of micro-credentials or certificates by nursing staff. Participant feedback was also collected to assess the relevance and effectiveness of the training content in enhancing teaching abilities. Feedback reiterated the importance of mission, vision, and value alignment, as well as competency expectations throughout the student-to-clinical instructor and student-to-nurse leader roles.
Fourth Initiative
The fourth initiative involved enhancement of the perioperative curriculum and DEU implementation. The MOU detailed the creation of a new, elective three-credit undergraduate course focused on perioperative and procedural care, as well as the development of an in-person surgical services continuing education (CE) course to support ongoing learning for both student nurse and licensed nurse. The success of the perioperative elective was evaluated through a combination of student performance metrics, course completion rates, and feedback from both students and faculty. After only the second course offering, a waiting list formed for student enrollment. The surgical services CE course launches in October and December 2024.
Additionally, the MOU included plans for a pilot DEU model on two units at a specific hospital location within the health system. The pilot’s effectiveness was assessed by completing a curriculum crosswalk, examining clinical outcomes, student satisfaction, and the potential for expansion. With the pilot beginning June 2023, after a full year, there are currently 17 DEUs at five hospitals within the multi-site health care organization.
Overall, the implementation of the MOU was evaluated through a comprehensive approach combining both qualitative and quantitative measures. Key performance indicators such as enrollment and retention rates, program completion rates, participant satisfaction, and clinical outcomes were closely monitored. Regular review meetings between the organizations’ leaders named in the MOU ensured ongoing evaluation and provided opportunities to make necessary adjustments in real-time to the partnership. Flexibility built into the MOU allowed the partnership to adapt to emerging needs and opportunities, ultimately strengthening the collaboration and achieving the desired outcomes. This adaptable approach proved to be a significant advantage, allowing the partnership to evolve and continue to meet needs of both institutions and students effectively.
Increased Nursing Enrollments and Commitment to the Health System
After signing the MOU, the academic-practice partners swiftly implemented strategies to boost nursing enrollment and strengthen graduate commitment to the health system. Both institutions collaborated on joint initiatives to attract more students to the ABSN program and foster long-term engagement with the health system. These efforts were aimed at meeting the growing demand for practice-ready nurses.
To amplify nursing enrollment, the academic partner organized joint information sessions in collaboration with the practice partner. These sessions were conducted virtually to maximize accessibility for prospective students. During these sessions, attendees were provided with comprehensive details about the ABSN program, including the curriculum, structure, and unique advantages of studying at the academic institution. Additionally, the practice partner presented information on various tuition assistance opportunities designed to financially support students while simultaneously encouraging their commitment to the health care system after graduation.
Restructuring the tuition assistance program was a central component of the strategy to increase graduate commitment to the health system. Under this program, students receiving tuition assistance commit to working for the health system upon completing their education program. Historically, tuition assistance was a flat dollars-to-years ratio. Due to partnership conversations, tuition assistance now incorporates student driven commitment options to support their lifestyle and future career aspirations. This mutually beneficial arrangement helped secure a stable pipeline of new nursing graduates for the health system while providing students with financial support and a clear career path upon graduation.
To further reinforce this commitment and increase engagement opportunities, the academic institution invited the practice partner to participate in a range of on-campus events. The practice partner was actively involved in orientation activities for new ABSN students presenting information on the tuition assistance program and various career opportunities available within the health system. Additionally, practice partner representatives were invited to participate in health care career fairs, welcome-back events for returning health care students, utilize information tables in the nursing school lobby, and distributed a partnership t-shirt. These engagements provided students with continuous exposure to the benefits of working within the health system, reinforcing their commitment to join the health system upon graduation.
Through these joint efforts, the partnership significantly enhanced the visibility and attractiveness of the ABSN program, while strengthening relationships between student nurses and health system leaders. These initiatives were crucial in boosting enrollment numbers and fostering long-term student engagement. As a result, the partnership secured committed and skilled RNs for the health system’s workforce.
Micro Credentials and Certificates
In response to the changing demands of health care, the partnership prioritized the creation of specialized micro-credentials and certificate programs. These initiatives were tailored to address critical skill gaps in high-demand areas. Leadership development and surgical services were key focus areas for enhancing the expertise of practicing nurses.
The implementation process began with a series of strategic meetings between the academic and practice partners to identify priority areas, devising strategies to expand training opportunities. The priority identified first was the development of front-line nurse leaders. Any bedside RN who became joint or dual appointed was required to complete the organization’s Leadership Competency course. To compliment bedside RN development, the health system created an onsite three-day ABSN leadership course for all ABSN students at the academic institution. This bi-directional goal was to establish leadership development as a constant in the professional role of RN.
During these discussions, it also became apparent the practice partner had a nurse leadership fellow program aimed at cultivating future nurse leaders within the organization. Most participants in this program already held a doctoral degree in nursing, which positioned them well for advanced leadership roles. Given this existing infrastructure, the partners decided against creating a new leadership program, but having the academic partner endorse the practice partner’s program through a curriculum crosswalk and certificate bestowal. This approach leveraged strengths of the existing program while providing formal academic recognition, thereby adding value to the participants’ professional development and providing current leaders the ability to continue their formal academic education through portfolio submission should they choose another or new leadership degree.
The second priority focused on enhancing perioperative nursing preparation. Recognizing the growing need for specialized training in surgical services, the partners opted to build onto an existing independent study course at the academic institution. Collaboratively, they identified a surgical services nurse clinical educator from the practice partner to pilot a new perioperative nursing course specifically designed for junior and senior student nurses with interest and availability in their schedules. The structure of the course was innovative, combining both didactic and clinical components. The theoretical, or didactic, portion was delivered on the academic campus, providing foundational knowledge and critical thinking skills. In contrast, the clinical component was conducted in the surgical services simulation lab and operating room at one of the partner’s hospitals.
This blended approach enriched students’ learning experiences while providing valuable practical skills in a high-demand nursing specialty. Placing the clinical component within the health care system further solidified the collaboration between the academic institution and the practice partner. This setup facilitated a smooth integration of education and real-world practice.
To support RNs interested in pursuing or advancing a career in surgical services, a CE course was developed to provide exposure and education in this specialty area. The three-hour course is offered onsite at the health care organization and is led by the surgical services clinical nurse educator to highlight various aspects of surgical nursing. To pilot this initiative, the two CE sessions were created during the second calendar year of the partnership.
These well-planned initiatives allowed the partnership to meet the demand for specialized training programs, enriching both the academic partner’s offerings and increasing professional development within the health care system. The introduction of micro-credentials and certificate programs strategically ensured nurses are equipped to address the challenges of modern health care, especially in leadership and perioperative care.
DEU Identification and Teaching Appointments
The creation of dual and joint appointed teaching opportunities was a key initiative of the collaboration. This effort aimed to leverage the expertise of bedside RNs to support the academic institution’s need for subject matter clinical instructors while offering career growth opportunities for the health care’s RNs interested in teaching. The implementation of this initiative required a multi-step approach to ensure seamless integration between the health care system and the academic institution.
The first step in the implementation process identified the number of RNs from the practice partner who were currently teaching as clinical instructors at the academic institution. Through a comprehensive review, it was discovered several nurses from the practice organization were serving in clinical instructor roles. This finding demonstrated a strong existing interest in academic teaching among the health care staff, which laid the foundation for formalizing these roles through dual and joint appointments.
Next, the partners determine which units within the health care system were eligible to serve as DEUs. These decisions were made in collaboration with the MOU partner leads, the hospital’s Chief Nursing Officer, historic request and use for clinical placements, clinical objectives and unit acuity, current employment of the RN, and RN subject matter specialty. For the first two pilot DEUs, two clinical nurse educators within the health care system expressed interest in serving as inaugural DEU clinical instructors. The health care system lead sought and secured approval to release both clinical nurse educators from their clinical duties, one day per week, for the designated course length, to teach for the academic institution. It was determined both clinical nurse educators would hold joint appointment status.
Joint appointments involve a unique arrangement, as shown in Table 1; while the individual receives a $0 contract from the academic partner, they receive their full salary from the health care system. Each joint appointment designee is required to meet both partners’ institutional employment requirements, such as completing necessary documentation and undergoing any required training. In return, joint appointed nurses are offered academic tuition remission, allowing pursuance of a graduate degree if desired. This arrangement not only fulfills the academic institution’s need for highly qualified clinical instructors, but also provides a pathway for professional development and career advancement for the bedside nurse.
With success of the two pilot DEUs, the academic and practice partners expanded DEU locations across multiple hospital campuses, working together to identify additional RNs within the health care system who were interested in teaching. By engaging with nursing staff and promoting the benefits of dual and joint appointments, the partners sought to build a sustainable pipeline of clinical instructors contributing to the full ABSN curriculum of onsite clinical instructor success. This ongoing effort to cultivate and support RN leadership in practice ensures the continuous growth of both academic and clinical aspects of the partnership.
Through this collaborative approach, the initiative successfully created formal teaching opportunities for bedside nursing staff, supporting both the academic institution’s educational needs and the professional development goals of the health care system’s nurses. This model of dual and joint appointments strengthens the partnership and enhances the practice-readiness of student nurses by providing access to experienced subject matter experts directly from the health care system’s front lines.
Lessons Learned
The academic-practice partnership offered valuable insights during its implementation, highlighting both challenges and opportunities. Key lessons emerged, helping to refine the collaboration and enhance its overall effectiveness. These insights contributed to making the partnership more successful in reaching its goals.
One of the most crucial lessons was the importance of appointing dedicated partnership champions. Each organization designated a champion to act as the central point of contact for all initiatives. This ensured all activities flowed through them, allowing for better coordination and avoiding competing silo efforts. By having a comprehensive understanding of all initiatives, these champions were able to identify overlaps, streamline efforts, and simultaneously support different areas of the partnership.
This structure proved particularly valuable in navigating challenges related to marketing. For instance, when marketing departments of both organizations faced difficulties appreciating joint initiatives, the champions stepped in to strengthen communication and highlight broader goal strategies. Their ability to articulate how the partnership supported each organization’s strategic vision helped generate internal support and resources. Moreover, these champions not only ensured progress on goal attainment but also held others accountable for meeting agreed-upon objectives, thus driving success of the partnership.
Another key insight gained was perception of a tuition assistance contract. Initially, many student nurses were hesitant to accept tuition assistance from the practice partner due to the length of the required work commitment after graduation. In response, the practice partner adapted by creating an à la carte option, allowing students to select the pace at which they earned tuition assistance based on their individual preference. Additionally, it also became evident the initial tuition assistance did not cover the full cost of the ABSN tuition, discouraging some students from participating altogether. To address this, the practice partner increased its tuition assistance, while the academic institution introduced a “gap” scholarship. This scholarship covered the remaining tuition costs for students who committed to working with the practice partner before the first day of classes.
Another discovery was student nurses were more likely to commit to working with the practice partner after they began the ABSN program and engaged with peers currently in the tuition assistance program. To capitalize on this trend, the partnership introduced an initiative where student nurses who committed to working with the practice partner shared their experiences during program orientation. This approach proved highly effective, resulting in a notable increase in early student nurse commitments to the practice partner.
In terms of micro-credentials and certificates, the partnership demonstrated a successful approach to leadership development. During the first year, the practice partner identified nurses with leadership potential. This initiative aligned well with the goals of the partnership, and the academic institution successfully enrolled several of these identified individuals in their programs. The success of this initiative was further supported through curriculum cross walking of the 10 Nurse Core Competencies and the Five Leader Core Competencies of the practice organization as shown in Table 2. The academic institution already integrated the practice partner’s nurse core competencies through DEU selection, and followed with leadership core competencies through nurse fellowship, clinical instructor training, and the ABSN leadership course. This alignment ensured the educational programs reflected the practice partner’s leadership culture and competencies, creating a cohesive and impactful learning experience for students.
The partnership’s approach to creating DEUs and establishing teaching appointments also offered valuable insights. Initially, the assumption was nurses would overwhelming prefer joint appointments, allowing them to teach without adding extra work hours to their week. However, some bedside RNs serving as clinical instructors expressed a desire to earn additional income through teaching in a dual appointment role. In response, the partnership introduced both dual and joint appointment models, allowing RNs to choose the option best for their needs. This flexibility ensured nurses could balance their teaching responsibilities with clinical practice to support their financial and professional goals.
Flexibility in program design and implementation emerged as a recurring theme in the partnership’s success. Whether it was adapting tuition assistance models, offering multiple options for teaching appointments, or expanding leadership development opportunities, the ability to remain responsive to the needs of students, nurses, and both organizations was critical. This flexibility allowed the partnership to overcome challenges, seize new opportunities, and maintain alignment with the broader goals of both institutions.
Finally, the importance of ongoing evaluation and adaptation was a key lesson learned throughout the partnership. Regular assessments of key performance indicators—such as student enrollment, retention rates, and satisfaction levels—enabled both the academic institution and the practice partner to make informed decisions, in real-time, about program adjustments. This commitment to continuous improvement fostered a dynamic environment where the partnership could evolve and remain effective in meeting its goals.
Conclusion
The academic-practice partnership was successful. It demonstrated the value of collaboration in developing a sustainable and effective approach to nursing education. Through the implementation of DEUs and initiatives aimed at amplifying nursing enrollment, enhancing new graduate nurse commitment, and creating opportunities for professional growth, the partnership achieved significant progress in addressing workforce challenges in health care. The collaborative efforts laid the foundation for continuous improvements in aligning academic programs with real-world clinical practice needs.
Instrumental to its success was the establishment of a robust academic-practice partnership, which served as the foundation for all initiatives. The development of a comprehensive MOU ensured both organizations were aligned in their goals and committed to supporting one another. The MOU’s framework allowed the partners to adapt quickly to emerging needs, demonstrating the importance of creating agreements both comprehensive in structure and flexible in design. Responsiveness, combined with regular evaluation and a commitment to continuous improvement, ensured the partnership’s sustainability and ongoing success.
The creation of dual and joint appointments, the introduction of targeted micro-credential and certificate programs, and the strategic efforts to boost nursing enrollment highlighted the benefits of leveraging the strengths of both institutions. These initiatives allowed practicing RNs to expand their professional roles while supporting the academic institution’s need for qualified clinical instructors. This alignment further enhanced the students’ educational experience, contributing to a more competent, practice-ready workforce upon graduation.
The lessons learned from this partnership emphasize the importance of clear communication, strategic alignment, and stakeholder engagement. Appointing dedicated partnership champions played a critical role in coordinating efforts and ensuring goals of both organizations were met. These champions were pivotal in overcoming challenges, streamlining initiatives, and ensuring bi-directional accountability throughout the process.
In summary, this partnership provides a successful model for future alignments between academic institutions and health care systems, offering valuable insight into how such partnerships can be structured to benefit students, nurses, employers, and the broader community served. The integration of academic and clinical expertise was instrumental in preparing student nurses for the realities of modern health care while addressing the workforce needs of the future. As the health care landscape continues to evolve, partnerships like this one are essential in ensuring future nurses are well-prepared to deliver safe, high-quality patient care.