Evaluation of an Academic-Service Partnership Using Kirkpatrick's Evaluation Model

Purpose/Background: The benefits of faculty embedded in community hospitals has been previously described including knowledge sharing, enhancing lifelong learning, and potentiating the professional practice of clinical nurses . The most successful academic/service partnerships include synergistic relationships with reciprocal exchanges of knowledge and competencies where faculty partners assist clinicians in developing research protocol to address clinical questions and EBP projects for real situations occurring in the hospital setting . The American Association of Colleges of Nursing and American Organization of Nurse Executives have recognized the importance of academic/service partnerships and have developed guidelines for such partnerships.

Conceptual Framework: Knowles adult learning theory (Lieb, 1991) and Kirkpatrick's Evaluation Model (Kirkpatrick & Kirkpatrick, 2006) were used as the conceptual frameworks to guide the case study experience.

Description of Best Process/Methods: A mixed-method model was used to teach, support, coach, and encourage nurses in research projects and EBP change projects to change the research-adverse culture to a culture of inquiry. The faculty partner was embedded in the organizations' collaborative governance councils, presented 15 minute "educational snip-its", and facilitated workshops in Writing for Publication (dissemination of new knowledge).

Outcomes Achieved: Kirkpatrick’s Evaluation Model is a sequence of methods to objectively evaluate the effectiveness of educational programs. Level 1 "reaction" and Level 2 "learning" are evaluated at the time of teaching and coaching events. Outcomes of the academic-service partnership were evaluated using the higher evaluation levels of Kirkpatrick’s model - Level 3 "behavior change" and Level 4 "results". Level 3, behavior change was demonstrated by clinicians through application of knowledge, skills and attitudes related to conducting research studies or EBP projects, developing poster and podium presentations and writing manuscripts for publication. Level 4 outcomes included the number of nursing research studies, completed EBP projects, poster and podium presentations, and manuscripts submitted for publication. These scholarly activities have increased substantially during the 7 year academic partnership with the embedded professor. Feedback from nursing leaders, clinicians and interprofessional colleagues indicate the benefits of an academic-service partnership in building and sustaining a culture of inquiry.

Conclusions: Academic-service partnerships can be an effective method to facilitate an appreciation of nursing research and evidence-based practice and demonstrate an increase in the quantity and quality of scholarly activities.