Giving Back to Move Forward: Implementing A Dedicated Education Units Model for Clinical Nursing Education

Sunday, 17 November 2013: 3:25 PM

Cathern S. Velasquez, DNP, RN, CPHM
Nursing Edcation and Research Dept., University of Louisville Hospital, Louisville, KY
Pamela Smith Elzy, RN, BSN, MA, CNOR
Department of Nursing Education, Magnet Research and Clinical Informatics, University of Louisville Hospital, Louisville, KY

Learning Objective 1: The learner will be able to discuss the use of Diffusion of Innovations Theory to implement innovative clinical education strateties supporting nursing student clinical education.

Learning Objective 2: The learner will be able to discuss practical application of professional development strategies for training RN staff as adjunct faculty while maintaining patient care responsibilities.

Challenges to providing quality and effective nursing student clinical educational experiences are a reality in academic nursing education (IOM, 2012). Barriers include an identified lack of qualified faculty and an increased demand for nursing education reflecting perceptions of job stability in uncertain economy (Freundl et al, 2012

This project will evaluate the impact of applying project management processes to implement the Dedicated Education Units (DEU) model for nursing student clinical rotations in an academic medical center while providing a practical solution to clinical faculty shortages.

Using the Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines (Newhouse, Dearholt, Poe, Pugh & White, 2007) supporting quality improvement innovations, the DEU model addresses the clinical faculty shortage utilizing a professional development strategy to train staff RNs as adjunct faculty while maintaining their patient care responsibilities.

Roger’s Diffusion of Innovations Theory (1962) provided the framework supporting this innovation. Nursing leaders acquire the knowledge to become early adopters of this model. Engagement of staff RNs occurs through project implementation, and successful integration reinforces the practicality of educating students in this model. Confirmation is achieved with positive stakeholder interactions supporting continual adoption of the innovation.

Evaluation is inclusive of reviewing successful implementation of the DEU model, impacts to participant engagement, including strategies critical to implementation.

The paradigm shift from traditional to the DEU model for clinical education has improved the quality of the experience for participants. Since 2012, the model has expanded to include additional units. Roger’s theory provides an effective framework for continual adoption of the DEU model for innovative nursing clinical education.