COMMUNITY PARTNERSHIPS AND COLLABORATIONS

ACADEMIC – COMMUNITY PARTNERSHIPS

ACADEMIC – COMMUNITY PARTNERSHIPS

Before…

“community laboratory”

“community classroom”

“mosquito research”

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ACADEMIC – COMMUNITY PARTNERSHIPS

Now…

The community is not a laboratory: To regard it as a laboratory relegates the people who live there
to the status of guinea pigs.

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ACADEMIC – COMMUNITY PARTNERSHIPS

Now…

The community is not a classroom: To regard it as a classroom relegates the people who live there to
the status of props for a teaching exercise.

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ACADEMIC – COMMUNITY PARTNERSHIPS

Now…

The community is not a charity case: To regard it as a charity case denies the people who live there
their dignity.

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ACADEMIC – COMMUNITY PARTNERSHIPS

GENERAL PRINCIPLES OF ACADEMIC – COMMUNITY PARTNERSHIPS

Whether the purpose of the partnership is to conduct research, offer students an education
experience, or provide services to needy, it is the partnership itself that requires the most attention
and effort.

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GENERAL PRINCIPLES

GENERAL PRINCIPLES

GENERAL PRINCIPLES

RESEARCH PARTNERSHIPS
There is a great deal of suspicion of research and researchers in low – income minority communities.

 As a result, community-based researchers are being shunned by whom they chose to be

their participants.

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RESEARCH PARTNERSHIPS

 The researchers then try to circumvent established community structures to recruit subjects
but this violates the goals of community organization and development, and certainly does
not represent a partnership.

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RESEARCH PARTNERSHIPS

“Community as patient” Model

Individuals are now known as “research participants” instead of “research subjects”

Individuals are to be treated as partners to doctors or scientists in conducting research

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RESEARCH PARTNERSHIPS

“Community as patient” Model

Informed consent process

 Provide the participant with a full understanding of the purpose, risks, and potential benefits
of the research

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Thank You !

https://www.showeet.com/
Community Based Participatory Research

How did CBPR start?

Hello!

What is CBPR?

It is an approach in which the community is to benefit from the process of the research as well as
the outcome.

▹ Phases of the Research:

▹ Identifying the topic

▹ Defining the research question

▹ Developing the protocol

▹ Conducting the study

▹ Analyzing and disseminating the results

Principles for conducting research in the community

(Israel et al. 1998)

1. CBPR acknowledges community as a unit of identity.

▹ 3.CBPR facilitates a collaborative, equitable partnership in all phases of research, involving

an empowering and power-sharing process that attends to social inequalities.

2. CBPR builds on strengths and resources within the community.

4.CBPR fosters colearning and capacity building among all partners.

6. CBPR focuses on the relevance of public health problems and on econological perspectives that
attend to the multiple determinants of health.

5. CBPR integrates and achieves a balance between a knowledge generation and intervention for the
mutual benefit of all partners.

7. CBPR involves systems development using a cyclical and iterative process.

8. CBPR disseminates results to all partners and involves them in the wider dissemination of results.

▹ 9. CBPR involves a long term process and commitment to sustainability.

▹ Challenges of CBPR

▹ Challenges of CBPR

▹ Challenges of CBPR

▹ Challenges of CBPR
 ▹ Challenges of CBPR

▹ Challenges of CBPR

▹ Challenges of CBPR

▹ Challenges of CBPR

▹ Sustainability

Sustainability

▹ Sustainability of a partnership is at risk when the partnership is created specifically to carry

out a grant-funded research project.

▹ Where do grants come from?

▹ a federal agency

▹ Foundation

▹ Corporation

Ideally: an academic-community research partnership will be created before applying for a grant.

Thanks!

Any questions?
COMMUNITY PARTNERSHIP
AND
COLLABORATION

EDUCATIONAL PARTNERSHIPS

SERVICE PARTNERSHIPS

COLLABORATION

“Co and Laborie” in Latin meaning “WORK TOGETHER”

Interaction among two or more individuals, which can encompass a variety of actions such as
communication, information, sharing, coordination, and cooperation, problem solving and
negotiation”

INTRODUCTION:

The nursing profession is faced with increasingly complex health care issues driven by technological
and medical advancements, an ageing population, increased numbers of people living with chronic
disease, and increased costs of health care services.

Collaborative partnerships between educational institutions and service agencies have been viewed
as one way to provide research which ensures an evolving health care system with comprehensive
and coordinated services that are evidence- based, cost- effective and improve health care
outcomes.

Why are partnerships important in education?

Seek common outcome of maximizing learning and development outcomes the people.

This benefit the school, the teachers, the students and their families as well as the broader
community and society.

EDUCATIONAL PARTNERSHIPS

NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICE

Countries have either developed new or strengthened and re- oriented the existing nursing
educational programs in order to ensure that the graduates have the essential competence to
make effective contributions in improving people’s health and quality of life.

Academic institutions usually require extramural funding (grants) to conduct research, but the cost
of educating their students is supported with institutional funds, derived from tuition, state
appropriations, endowment income, and donations. For this reason, academic- community
partnerships created for educational purposes, have the potential to be more stable than research
partnerships which are threatened whenever a grant expires.

Community based education usually takes the form of service- learning, an activity that has become
popular at levels ranging from elementary school to graduate and professional school.

A student or group of students is assigned to a community agency to assist agency staff in carrying
out their responsibilities.
 - The agency benefits from the students’ labors, and the student learns
about the community needs addressed by the agency.

Service- learning is promoted by the federal government, and the Community Service Act of 1990,
which authorized the Learn and Serve America Grant Program, defines service learning as:

Curricular connections- integrating learning into a service project is a key. Academic ties should be
clear and build upon existing disciplinary skills.

Student voice- beyond being actively engaged in the project itself, students have the opportunity to
select, design, implement, and evaluate their service activity, encouraging relevancy and sustained
interest

Reflection- structured opportunities are created to think, talk, ang write about the service
experience.

Community partnerships- partnerships with community agencies are used to identify genuine
needs, provide mentorship and contribute assets toward completing aproject.in a successful
partnership, both sides will give to and benefit from the project.

Authentic community needs- local community members or service recipients are involved in
determining the significance and depth of the service activities involved.

Assessment- well structured assessment instruments with constructive feedback through reflection
provide valuable information regarding the positive “reciprocal learning” and serving outcomes for
sustainability and replication.

The website of the National Service Learning Clearinghouse provides a good set of examples of
what service- learning is not:

An episodic volunteer program

An add- on to an existing school or college curriculum

Logging a set number of community service hours in order to graduate

Compensatory service assigned as a form of punishment by the courts or by school administrators

Only for high school or college students

One sided, benefiting only students or only the community

 A service learning program will occur in the context of an active partnership, one in which
the academic and community collaborators work to ensure that community organization
and development takes place.

 The ideal is a program in which the community agency considers the agency a place to send
students in lieu of having to give a lecture.

A public agency or charitable program such as Health Department or a homeless shelter may not
represent the community well since it is often the case that none of the staff live in the community
served.

The agency may be an important part of the community and should be represented in any
community coalition but other representatives should be part of the coalition as well. A service-
learning program in this context can teach the participating students about the community and
about community development while at the same time helping to advance he interests of the
community. A partnership with an agency, however, should not be confused with a partnership with
a community.

SERVICE PARTNERSHIPS

SERVICE PARTNERSHIP

SERVICE- can mean service on a university committee or service to the profession.

-service to the community

 At a health professions school, this will usually be in the form of patient care (for clinical
faculty) or community health promotion (for public health or other nonclinical faculty)

 Clinical care at a medical school is usually provided in an academic faculty practice or public
hospital, and neither of this constitutes a community partnership. However, some of the
most academic- community partnerships have been based on clinical service.

The original Community Heath Centers (CHCs) at Columbia Point in Boston and Mound Bayou,
Mississippi were developed through a partnership with Tufts University School of Medicine in the
mid- 1960’s.

The Mathew Walker Health Center in Nashville, Tennessee (one of the early CHCs) was developed
through a partnership with Meharry Medical College.

Each CHC and similar “Federally Qualified Health Centers” or FQHC is overseen by a community
board of directors that often could serve as a model for the sort of community board created
through the COD processes.

These partnerships are sustained in large part by the clinical income generated by the CHCs; the
federal subsidies that enable the CHCs to care for the poor and uninsured, and the referrals from the
CHCs to the specialists a the academic medical centers.

The CHCs are often part of the teaching program of the academic medical center so that these
service partnerships may become educational partnerships- service learning and clinical students.

A greater challenge then is the creation and sustainability of academic community partnerships that
exist solely for the purpose of non clinical community service.

Challenge on the partnership:

Creation and sustainability of academic community partnerships that exist solely for the purpose of
non clinical community service.

The academic centers may have to compete for the grants with other providers of services (such as
health departments or community hospitals)

The faculty involved in the partnership may get no credit for their activities from their academic
employer.

Approach in addressing the challenge…

Regard community service for non- clinicians as equivalent to clinical service for clinicians.

MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICE

Clinical School Nursing Model (1995)

Dedicated Education Unit Clinical Teaching Model (1999)

Research Joint Appointments [clinical chair] (2000)

Practice Research Model [PRM] (2001)

Collaborative Clinical Education Epworth and Deakin [CCEED] Model (2003)

The Collaborative Learning Unit Model [British Columbia] (2005)

The Collaborative Approach to Nursing care [CAN Care] Model (2006)

The bridge to practice model [2008]

Clinical School Nursing Model (1995)

This was the second concept of visionary nurses from both La Trobe and Alfred Clinical School

The development of the clinical school offers benefits to both hospital and university.

Encompasses the highest level of academic and clinical nursing research and education

It brings academic staff to the hospital with opportunities for exchange of ideas with clinical nursing
research.

Dedicated Education Unit Clinical

Teaching Model (1999)

A partnership of nurse executives, staff nurses and faculty transformed patient care units into
environments of support for nursing students and staff nurses while continuing the critical work of
providing quality care to acutely ill adults.

Results of implementation of this model in which staff nurses assumed the role of nursing
instructors showed high student and nurse satisfaction and marked increase in the clinical capacity
that allowed for increased enrolment.

Research Joint Appointments [clinical chair] (2000)

Formalized agreement between two institutions where an individual holds a position in each
institution and carries out specific and defined responsibilities (Lantz et al., 1994)

The goal of this approach is to use the implementation of research findings as a basis for improving
critical thinking and clinical design- making of nurses.

Practice Research Model [PRM] (2001)

Innovative collaborative partnership

The partnership engages academics in the clinical setting in two formalized collaborative
appointments.

enhances communication between educational and health services, but fosters the development of
nursing research and knowledge.

Collaborative Clinical Education Epworth and Deakin [CCEED] Model (2003)

Developed to facilitate clinical learning, promote clinical scholarship and build nurse workforce
capability.

The Collaborative Learning Unit Model [British Columbia] (2005)

All nursing staff members are involved in this model and therefore the students gain a wide variety
of knowledge and also has the ability to provide practice experiences for a large number o students.

The Collaborative Approach to Nursing care [CAN Care] Model (2006)

An academic practice leaders acknowledged the need to work together to promote the education,
recruitment and retention of nurses at all stages of their career.

The goal is to design an educationally dense, practice based experience to socialize students to the
role of professional nurse.

ROLE OF FACULTY: nurture the nurse expert/learner relationship

: support growth and development of the nurse

The bridge to practice model [2008]

Students complete all of their clinical experiences in one participating hospital

One full- time teaching faculty serves as a liaison for each bridge hospital.

Students are actively involved in selecting their clinical placements

In this model, there can be numerous clinical associates in one hospital with one full time university
faculty overseeing the clinical experiences.

THANK YOU 