Community Partnership Development
Quality community partnerships provide optimal learning through demonstration of best practices; engage students in gerontological nursing leadership activities; attract new students to the field; and encourage an exchange of services between school and partner.
The lists below synthesize material gathered from reports by and interviews with Creating Careers awardees’ project investigators. AACN encourages nursing faculty to use the information as a resource for developing/embellishing their own community partnerships.
Cultivation of long-term community relationships
- Wilkes University and University of Pennsylvania maintained partnerships through schools’ graduates who have influential positions at sites.
- Boston College and the University of Rhode Island identified key decision makers at each site.
- University of California Los Angeles and University of Rhode Island ensured that the nurse/development staff responsible for the site negotiations are extroverted, savvy, in charge, good at public relations, have connections, always follow-up, and are committed to maintaining the relationships.
- George Mason University provided links to partners’ web sites on schools web site.
- Oregon Health and Science University invited partners to meetings at which free parking and food are also offered; ask partners for advice regarding use of best practice in gerontology monies--this process makes partners more committed, which spills into creating better clinical rotations and learning experiences for students.
- University of Washington, with its six local hospital partners, engaged in the following: clinical partner staff taught at nursing school, whose faculty in turn, provided mentorship for partner’s staff—helped them gain skills as clinical teachers. Also developed gerontology nursing network, which serves as a forum for exchange.
- Seattle Pacific University created an advisory board that had broad representation across continuum, from public health to acute care to legal—was good platform for spreading word and attracting partners.
- Emory University, University of California San Francisco and the University of Maryland educated the public regarding role of APN in gerontology.
Establishment of mutuality between school and partner
Several awarded schools (listed at end of this section) engaged in one or more of the following activities toward establishing mutuality between school and partner:
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Medical center nursing administrators worked closely with two Hartford scholars to create older adult health programs. Both scholars initiated contact with a local Center of Geriatric Nursing Excellence to set up geriatric nursing teams and rounds.
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Veteran’s Hospital provided internships for a scholar and configured a job for her on graduation that utilized her leadership skills and GNP competencies.
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Faculty offered assistance on-site to clinical partners — they were not afraid to “get their hands dirty.” They helped partners identify gerontology needs of their residents and patients.
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Faculty highlighted the potential educational opportunities for community partner’s staff members. In turn, some clinical organizations offered stipends and tuition support for their employees to return to school.
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Faculty maintained partners’ interest by offering continuing education and hosting preceptor appreciation events; recognized clinical partners and preceptors with awards.
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Partners gave priority to school’s graduate students in placement and hiring; arranged for graduates to work at partnership sites after graduation.
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Partners got the most out of graduate students who were truly committed to higher education, especially if they had them for at least 2 years.
Boston College, Case Western Reserve University, Duke University, Emory University, George Mason University, Northeastern University, Oregon Health and Science University, Rush University, Seattle Pacific University, University of California San Francisco, University of California Los Angeles, University of Maryland, University of Pennsylvania, University of Washington, Wilkes University, Yale University, University of Pennsylvania.
Establishment of partnership sites across the continuum of care
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Various schools coordinated clinical sites that provide students with experience across the continuum of care for older adults, from nursing home to independent living. Schools expose partner, staff, and residents to graduate nurses’ leadership roles and capacities. Case Western, Emory University, George Mason University, Northeastern, Rush University, University of California San Francisco, University of California Los Angeles, University of Illinois, University of Maryland, University of Pennsylvania, University of Rhode Island and Yale University.
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The University of Texas Health Science Center at San Antonio cultivated partnerships with a broad range of sites, including long-term care, geriatric research and aging centers, university run and private clinics, and public health departments. The Hispanic Center of Excellence, the Center of Excellence in Women’s Health, and the Nathan Shock Center were among the some of their most innovative sites.
Identification of sites that employ advanced practice nurses, especially GNPs
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A number of schools partnered with sites where GNPs had established roles, e.g. continuing care retirement communities, private practices, Evercare nursing homes, and inpatient gerontology units. Boston College, Duke University, Emory University, George Mason University, Oregon Health Sciences University, Rush University, University of California San Francisco, University of California Los Angeles, University of Illinois, University of Michigan.
- University of Maryland matched scholars with gerontological nurse practitioners across the continuum of care: in long term care/assisted living, community settings, managed care organizations and physician practices. Several students in the combined gerontology/oncology program were precepted by a GNP with a combined practice in oncology. This range of experiences gave the students many options to consider when planning their leadership careers in gerontology nursing.
- University of Pennsylvania coordinated clinical experiences with NP preceptors who possess a philosophy that supports the art and science of advanced practice nursing. Give students interdisciplinary practice/research experiences in a variety of clinical sites, exposing them to the continuum of care, from the home, to office-based practice, to long term care. They learned from NPs who are engaged in entrepreneurial practices and who work in the school’s unique Evercare and LIFE programs. Such variety helps students identify clinical settings at which they may desire employment following graduation.
- University of Rhode Island placed students in two local acute care hospitals whose GCNS preceptors functioned as ideal role models. One preceptor, a graduate of URI’s program, created her position in the hospital, and initiated a special, award-winning program for hospitalized elders. The other preceptor, who is the vice president for patient services, remained committed to spending a great deal of time mentoring the students. The hospital houses several programs in addition to acute care, including a long-term care facility staffed with APNs, an assisted living section, and an associated home care program.
Linkages with providers of excellent care
- University of Washington partnered with clinical practicum sites that provided geriatric care exclusively, as well as sites that cared for a majority of geriatric patients; such placements proved to be the most successful.
- Emory University exposed GNP students to entrepreneurial advanced practice nursing preceptors, who were leaders and pioneers (some with statewide reputations), and who were developing creative new models for delivery of older adult care.
- Yale University sought out exemplary preceptors who were focused on leadership.
- Duke University partnered with programs that offer high quality disease management programs (e.g. Veteran’s Administration) and that also tend to have a large number of nurses in leadership positions.
- University of Minnesota required students to engage in semester-long practicum experiences with the organizations that sponsored their matching scholarships. All students completed two non-traditional practicum experiences, including one on an interdisciplinary transitional care unit.
Maintenance of relationships with sites that employ alumni
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