The Gap Between Academia and Practice: Reflections From a Nurse Researcher
In this editorial, the author asserts that, although the current model of academic nursing is unlikely to change in the short-term, it is paramount that those in the field of academic nursing embrace the responsibility to be informed about health care reform and the different models of care (i.e., accountable care organizations, medical homes) and ensure that nursing students at all degree levels have opportunities to learn and engage with these initiatives through IPE and collaborative practice experiences.
The Use of Symbol, Myth, Model and Ritual in Interdisciplinary Professional Education
This paper was originally published in the Proceedings of the Ninth Annual Interdisciplinary Health Team Care Conference, which took place September 10-12, 1987 at the State University of New York at Stony Brook. It is reproduced here with the permission of the authors.
Health professionals for the 21st century: A students' view
The report of the Global Commission on Education of Health Professionals for the 21st Century, in The Lancet, calls for a new era of professional education. The production of this report was a tall task, and we applaud the commissioners for taking on such a challenge. Its publication has the potential to profoundly change the way we train future health professionals.
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching
Medical Education in the United States and Canada is a comprehensive report to the foundation, by Abraham Flexner, on medical education in the United States and Canada, with regard to the course of study, financial aspects, medical sects, state boards, post-graduate schools, and other special forms of medical education; with descriptive and tabular accounts of all of the medical schools throughout the United States and Canada; and a general plan for reconstruction, with an introduction by the president of the foundation.
I-CAN Quarterly Newsletter- Winter 2014
This is the Winter, 2014 newsletter of the Interprofessional Care Access Network (I-CAN), a 3-year grant project funded by the Health Resources and Services Administration based at the Oregon Health & Science University.
I-CAN Quarterly Newsletter- Summer 2014
This is the Summer, 2014 newsletter of the Interprofessional Care Access Network (I-CAN), a 3-year grant project funded by the Health Resources and Services Administration based at the Oregon Health & Science University.
I-CAN Quarterly Newsletter- Fall 2013
This is the November, 2013 newsletter of the Interprofessional Care Access Network (I-CAN), a 3-year grant project funded by the Health Resources and Services Administration based at the Oregon Health & Science University.
Bedside, classroom and bench: Collaborative strategies to generate evidence-based knowledge for nursing practice
The rise of evidence-base practice (EBP) as a standard for care delivery is rapidly emerging as a global phenomenon that is transcending political, economic and geographic boundaries. Evidence-based nursing (EBN) addresses the growing body of nursing knowledge supported by different levels of evidence for best practices in nursing care. Across all health care, including nursing, we face the challenge of how to most effectively close the gap between what is known and what is practiced.
Changing Courses: A Conversation with Connie Delaney
Jim Meyer talks with Connie Delaney, dean of the University of Minnesota School of Nursing, about what nursing schools - and individual students - need to know and possess to thrive in these changing times.
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Blended learning: Emerging best practices in allied health workforce development
To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience.
