Relationship of Nursing Service

and Nursing Education

By:
Jasmin Abella, RN

NURSING SERVICE:
DEEPTHY P. THOMAS

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :
Management of nursing service and care

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :
Develop and implement proper communication system.

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :
Assist hospital authorities for effective personnel management.

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :
Assist hospital authorities for preparation of budget

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :

Encourage a stimulating environment in which the

OBJECTIVES OF NURSING SERIVCE

IN HOSPITAL :
Produce conducive environment for research

FUNCTIONS OF NURSING
SERVICES:
1.

SOUND ORGANISATIONAL PLANNING

FOR HOSPITAL NURSING SERVICES
1.

SOUND ORGANISATIONAL PLANNING

FOR HOSPITAL NURSING SERVICES
4.

SOUND ORGANISATIONAL PLANNING

FOR HOSPITAL NURSING SERVICES
7.

SOUND ORGANISATIONAL PLANNING

FOR HOSPITAL NURSING SERVICES
10.

SOUND ORGANISATIONAL PLANNING

FOR HOSPITAL NURSING SERVICES
13.

ORGANIZATION AND MANAGEMENT

OF NURSING SERVICE UNIT
factors influencing patient care :

ORGANIZATION AND MANAGEMENT

OF NURSING SERVICE UNIT
factors influencing patient care :

ORGANIZATION AND MANAGEMENT

OF NURSING SERVICE UNIT
factors influencing patient care :

ORGANIZATION AND MANAGEMENT

OF NURSING SERVICE UNIT
factors influencing patient care :

DETERMINING THE NURSING STAFF

REQUIREMENT

Calculating staff needs based on the number of beds in the hospita

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR

Administration
Organizes, directs and
supervises the nursing services
both day and night.
Coordinates assignments of
staff.
Establishes the general pattern
of delegation of responsibilities
and authority.

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Ensures appropriate allocation of

duties and responsibilities to all

nursing staff working under her.
Formulates nursing policies to
ensure quality patient care and
adequate attention at all times.
Responsible for efficient
functioning of the nursing staff.
Evaluates the personal
performance of the nursing staff.

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Discipline
Ensure that a standard of discipline of
nursing staff is high at all times.
Maintain good order and discipline in
wards / departments.
Makes daily rounds of the hospital wards
/ departments and also seriously ill
patients.
Brings immediately to the notice of the
medical superintendent all matters
concerning neglect of duty,
insubordination either by nursing staff,

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Public Relations
Promotes and maintains
harmonious and effective
relationship with the various
administrative departments of the
hospital and related community
agencies.
Maintain cordial relationships with
the patients and their families.

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Confidential Reports
Initiates the confidential reports of nursing staff on
due dates.
Responsible for the nursing budget.
Education
Carries out in-service training for all categories of
nursing staff and paramedical personnel and keeps
the records of such trainings.
Conduct various update courses based on the
needs.
Encourages the personnel to participate in the
continuing education program.

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Welfare
Responsible for health and welfare of
nursing staff.
Ensures annual and periodical health
examination and maintenance of health
records.
Conferences
Responsible for organizing and conducting
staff meeting of the nursing staff once in
three months.
Holds conference in nursing care problems
and discuss policies as regards to working

ROLE AND FUNCTION OF NURSE

ADMINISTRATOR
Supervision
Supervises nursing care given to the
patients and all nursing activities within the
nursing unit.
Supervises the work of all paramedical
staff of the hospital.
Records and Reports
Maintains various records such as duty
roster nursing staff, day off book, personal
bio-data, leave plan, staff conference book,
courses file etc.

PROBLEMS AND CHALLENGES FACED

BY THE NURSE ADMINISTRATOR
Lack of adequate training.
Problem of personnel management.
Inadequate number of nursing staff.
Shortage of trained manpower.
Lack of motivation.
No involvement in planning.
Poor role model.
No research scope.
Professional risk/hazards.
No autonomy in nursing activities.

MODES OF ORGANIZING PATIENT

CARE
Case method nursing or total patient
care.
Functional nursing
Team nursing or modular nursing
Primary nursing
Case management or managed care

CASE METHOD
In this method, nurses assume total
responsibility for meeting all the needs
of assigned patients during their time on
duty.
Characteristics:
Complete care.
nurses with high autonomy and
responsibility.
It is developed and communicated
through written sources, its usage
remains in contemporary practice.

FUNCTIONAL METHOD
In this, persons were assigned to complete certain
tasks rather than care of specific patients.
Ex. Checking BP, administering medications
Characteristics:
A functional method is a technical approach of
nursing care.
The available staff in the unit, for a particular period
of time, are assigned selected functions of nursing
practice such as vital signs, treatments, medications.
All the responsibilities are assigned in accordance
with the expertise.
The only person who has responsibility of the client is
the head nurse or nurse acting the role.

TEAM NURSING
Team nursing is based in the philosophy in which
a group of professional and non- professional
personnel work together who identify, plan,
implement and evaluate comprehensive centered
care.
Characteristics:
ancillary personnel collaborate in providing care.
Team nursing involves decentralization of nursing
unit and professional head nurse authority.
Each team composed of a team leader, team
members and patients.
Comprehensive care is the responsibility of the
entire team.

The head nurse has the responsibility

to know the conditions of all patients
assigned to the team and planning
individual care.
democratic leadership.
Group members are given as much as
autonomy

PRIMARY NURSING
It is also called relationship based nursing. It
involves total nursing care, directed by a nurse
on 24 hour basis as long as the client is under
the care.
Characteristics:
The RN primary nurse assumes 24-hour
responsibility from admission or start of
treatment to discharge or the treatments end.
During work hours, primary nurse provides
total direct care for that patient.

When the primary nurse is not on

duty, care is provided by other junior

nurses.
An integral responsibility of the
primary nurse is to establish a good
communication
The combination of clear
interdisciplinary group
communication and consistent, direct
patient care by relatively few nursing
staff allows for holistic, high quality
patient care.

COLLABORATION RELATIONSHIP OF
NURSING EDUCATION AND SERVICE
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 evidenced-based, cost- effective
and improve health-care outcomes.
Definition:
Is a process by which members of
various disciplines (or agencies) share
their expertise. Accomplishing this

Collaboration is the most formal inter

organizational relationship involving

shared authority and responsibility for
planning, implementation and
evaluation of a joint effort. (Hord, 1986)
A mutually beneficial and well-defined
relationship entered into by two or more
organizations to achieve common goals.
(Mattessich, Murray, and Monsey, 2001)

TYPES OF COLLABORATION
Inter-disciplinary

to indicate the combining of two or

more disciplines, professions,
departments, or the like, usually in
regard to practice, research, education,
and/or theory.
Multi-disciplinary
refers to independent work and
decision making, such as when
disciplines work side-by-side on a
problem.

Transdisciplinary

reflect a process by which individuals work together

to develop a shared conceptual framework that
integrates and extends discipline specific theories,
concepts, and methods to address a common
problem.
Inter-professional
goes beyond transdisciplinary to include not just
traditional discipline boundaries but also
professional identities and traditional roles.
Interdisciplinary collaboration team members
transcend separate disciplinary perspectives and
attempt to weave together resources, such as tools,
methods, and procedures to address common
problems or concerns.

NEED FOR COLLABORATION

BETWEEN EDUCATION AND SERVICE
Before, school of nursing were run by hospitals, but as

time goes by, when certain circumstances arise, the

need of separation of school of nursing and hospital
was needed to provide an effective educational
environment and for the enhancement of nursing
education and further educational development.
Though the nursing education benefitted from the
separation as it allows for advancement, most nursing
educators are not a practicing staff in the hospital and
are no longer directly involved in the delivery of
nursing service. As a result, it created a gap between
education and practice, what is taught in the
classroom is different from the practice in the area.

MODELS OF COLLABORATION
BETWEEN EDUCATION AND SERVICE
CLINICAL SCHOOL OF NURSING
MODEL(1995)
From the visionary nurses from both La Trobe and

The Alfred Clinical School of Nursing University.

Its concept is that it encompasses the highest level
of academic and clinical nursing research and
education.
It is founded on the recognition of the fundamental
importance of the close and continuing link
between the theory and practice of nursing at all
levels

Dedicated Education Unit Clinical

Teaching Model (1999)
A partnership where a nurse executives, staff

nurse, 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 showed high student and nurse
satisfaction and a marked increase in clinical
capacity that allowed for increased enrolment.

Research Joint Appointments (Clinical

Chair) (2000)
The goal is to use the implementation of

research findings as a basis for improving critical

thinking and clinical decision-making of nurses.
In this arrangement the researcher is a faculty
member at the educational institution with
credibility in conducting research and with an
interest in developing a research programme in
the clinical setting.

Practice-Research Model (PRM)

(2001)
An innovative collaborative

partnership agreement between

Fremantle Hospital and Health Service
and Curtin University of Technology in
Perth, Western Australia.
The partnership engages academics
in the clinical setting in two
formalized collaborative
appointments.

This partnership not only enhances

communication between
educational and health services,
but fosters the development of
nursing research and knowledge.
Encouraged a close working
relationship between registered
nurses and academics, and has
also facilitated strong links at the
health service with the Nursing
Research and Evaluation Unit,
medical staff and other allied

Collaborative Clinical Education

Epworth Deakin (CCEED) model (2003)
Developed to facilitate clinical learning,

promote clinical scholarship and build nurse

workforce capability
provided a framework for the first initiative, a
CCEED undergraduate program that nested
the clinical component of Deakin University's
undergraduate nursing curriculum within
Epworth Hospital's health service environment

Collaborative Learning Unit (British

Columbia) Model, 2005
based on the Dedicated Education Units concept

developed, successfully implemented, and

researched in Australia
a clinical education alternative to Preceptorship
On this model, students practice and learn on a
nursing unit, each following an individual set
rotation and choosing their learning assignment,
according to their learning plans
an emphasis is placed on student responsibility for
self-guiding, and for communicating their learning
plan with faculty and clinical nurses

All nursing staff members on this model are

involved and, therefore, not only do the

students gain a wide variety of knowledge but
the unit also has the ability to provide practice
experiences for a larger number of students
Enables a level of student independence that

helps them move into the work-world.

In this model, nursing faculty, clinical nurses

and students work collaboratively to enhance

learning opportunities as well as develop the
professional knowledge base of nursing

The Collaborative Approach to

Nursing Care (CAN-Care) Model (2006)
The CAN-Care model emerged as academic

and 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 was to design an educationally
dense, practiced-based experience to
socialize second-degree students to the role
of professional nurse.
To enhance and support the professional and
career development of unit-based nurse.

The essence of CAN-Care Model is the

relationship between the nurse learner

(student) and nurse expert (unit-based nurse),
within the context of each nursing situation.
The learner is responsible and accountable for
engaging in the learning process and for taking
an active role in establishing a dyadic learning
partnership with the nurse expert.
Through this model the student comes to know
the organizational context of nursing practice,
the multifaceted role of professional nurses,
and assumes responsibility for coming to know
the meaning of nursing in each unique
situation.