Abstract
D.Cur.
The purpose of this research study was to describe a model to facilitate collaboration between the institutions of higher education and psychiatric health care services in order to promote psychiatric clinical nursing education, with guidelines to operationalise the model.
In spite of the calls by statutory bodies and contemporary legislation for collaboration between institutions of higher education and psychiatric health care services, there are few instances where formalised collaborative ventures exist to promote psychiatric clinical nursing education. Since the move of nursing education from hospital-based schools to colleges and universities, there was no attempt to redefine the most appropriate roles for nurse educators and clinical facilitators regarding student teaching and learning, given this realignment. The consequence was that the relationship between these institutions is characterised by territoriality; a lack of integration of knowledge and expertise of nurse educators and clinical facilitators; a lack of sharing the necessary resources to facilitate cooperative teaching thus increasing the existence of academia-service gap and/or theory-practice gap to develop. There was therefore a need to develop a model with guidelines for operationalisation of the model to facilitate collaboration between institutions of higher education and psychiatric health care services to promote psychiatric clinical nursing education.
The research questions that emerged were:
• What is the meaning of collaboration between institutions of higher education and psychiatric health care services within psychiatric clinical nursing education?
• How can collaboration between institutions of higher education and psychiatric health care services be facilitated to promote psychiatric clinical nursing education?
To realise the aim of this research, the following objectives are formulated:
• to explore and describe the meaning of the concept “collaboration” between the institutions of higher education and psychiatric health care services within a psychiatric clinical educational context (theoretical and empirical perspectives);
• to explore and describe the perceptions of nurse educators, nurse managers, and
(i)
clinical facilitators with regard to how collaboration between institutions of higher education and psychiatric health care services can be facilitated to promote psychiatric clinical nursing education;
• to conceptualise the identified concepts of the model for collaboration to facilitate psychiatric clinical nursing education;
• to describe the model to facilitate collaboration between institutions of higher education and psychiatric health care services, evaluate the model and describe guidelines for its operationalisation.
The study was conducted in four phases.
Phase One of the study involved an exploration and description of the meaning of collaboration within psychiatric clinical nursing education in accordance with Rodgers and Knafl’s evolutionary method of concept analysis (Rodgers & Knafl, 1993:77-90) and empirical meaning description from the participants’ perspective. Integration of the theoretical and empirical meaning of collaboration formed the basis on which a conceptual map was designed. Content analysis of literature was done using deductive and inductive reasoning strategies, synthesis, and inference and derivation as described by Chinn & Kramer (1995:63-67), and Walker and Avant, (1983:58-62). Theoretical validity was ensured (Chinn & Jacobs, 1987:208). A conceptual map constituting the four phases of collaboration was described.