Skip to main content

Table 3 Critical elements: implementation activities and outputs for implementing curricular innovations

From: The critical elements of effective academic-practice partnerships: a framework derived from the Department of Veterans Affairs Nursing Academy

Critical element

Indicators of success

Indicators of challenge

Activities

Operationalize proposed innovations

Sufficient office space was provided for faculty to prepare for clinical sessions, grade assignments and meet with students

There was a lack of dedicated office space for VANA faculty at either institution

Computer access and email accounts were provided to all partnership personnel at both the VAMC and the nursing school

Ad hoc availability of non-private space at the VAMC was often the only option for faculty to meet with students

Meeting space was provided for partnership personnel to conduct regularly held partnership meetings

Only limited or inconvenient access to email accounts was provided

Necessary instructional resources (e.g., textbooks and other teaching materials) were provided to faculty

Only limited parking was available at one or both locales, which made commuting between institutions difficult

Initiate proposed innovations

Program launch at the beginning of the first academic year was well-planned and staged from time of grant notification

There were significant deviations from the proposed launch schedule by the end of year one

Program launch process mostly kept to schedule delineated in partnership’s proposal

Limited evidence of proposed innovations being implemented by end of first year, often due to the continuing distraction of coping with unforeseen logistical barriers since launch (e.g., faculty and/or leadership turnover)

Nontraditional care areas of the VAMC (e.g., ambulatory mental health clinics) were used for some clinical placements

Clinical experiences often included home health or outpatient clinics that focused on care continuity and the whole patient (e.g., co-morbid conditions, social situations)

Neither partner seemed to recognize unique clinical teaching opportunities available within the VAMC (e.g., use of mental health units)

Presence of VANA program facilitated creation of or bolstered existing VA student nurse apprenticeship programs (e.g., pre-baccalaureate residency, other VA programs)

DEU-style learning units were developed specifically for VANA clinical placements

Scope of student experiences was increased on some units, particularly where clinical faculty was well-known to nursing staff as a colleague

Simulation Lab resources and use, often at both facilities, were expanded to enhance VANA student learning

Curricular content, both didactic and simulation, was infused with veteran-specific content and case studies

Collaborate on research and quality improvement initiatives

At least one of the program directors has strong research background and expertise

No clear plans exist for collaborative research or QI projects between partners

QI projects are based on needs identified at the unit level

No attempt to engage nursing staff in QI initiatives

Embedding VANA faculty on particular units facilitates implementation of QI projects

VANA faculty are members of VA evidence-based practice committees

Refine program components as needed

Partnership conducted local site evaluation

No local site evaluation activities conducted

Partnership had planned measurement strategy to use as feedback in modifying program

Little evidence of any performance monitoring in place to refine program

Outputs

Increased stakeholder satisfaction with participation

Nursing staff on units used for VANA clinical placements eager to teach students

Presence of VANA nursing students on units not viewed as a beneficial influence on delivery of care quality (perhaps even viewed as detrimental in some circumstances)

Veteran patients enthusiastic about having VANA nursing students provide their care

Increased evidence-based care

Unit nurses are actively involved in EBP journal clubs

Weak or no attempt to integrate EBP changes into unit routines

EBP changes introduced by VANA faculty become institutionalized on certain units

Perceived improvements in nursing care quality

Improvements to patient care resulting from VANA innovations (e.g., DEU) recognized by nursing staff

No influence of VANA innovations on patient care or on how VA units interact with nursing students