Organek N, Hegedus K
AACN Clin Issues Crit Care Nurs. 1993 Nov;4(4):631-6.
Collaboration between service and academia has often been disparate. A new model of cooperation was designed in the Fall of 1992 by faculty at the University of Connecticut School of Nursing and nurse administrators at John Dempsey Hospital of the University of Connecticut Health Center. A combined effort was undertaken to expeditiously prepare, at the graduate level, acute care nurse practitioners in Critical Care and Neonatal/Perinatal Nursing. The impetus for the collaborative effort was due in part to: reduced medical residency hours for patient coverage; limited access by patients to care in teaching hospitals because of demands in practice and academic roles; the need to bridge the gap between nursing and medicine; and fragmentation of care. The premise underlying all teaching, learning, and evaluation in the program is androgogy, or the art and science of helping adults learn. The program meets the current National Certification Corporation requirements for certification eligibility. A new evaluation instrument, the Learning Assessment Resource Scale (LARS) was designed by operationalizing Benner's seven domains of nursing practice. The Learning Assessment Resource Scale is based on the premise that expert nursing care is holistic rather than procedural. As an outcome of the collaboration between service and academe, there is enhanced mutual respect, the care-cure dichotomy has been bridged, and advanced practice nurses are educationally prepared to give expert care.
服务机构与学术界之间的合作往往缺乏连贯性。1992年秋，康涅狄格大学护理学院的教师与康涅狄格大学健康中心约翰·邓普西医院的护士管理人员设计了一种新的合作模式。双方共同努力，在研究生阶段迅速培养重症护理和新生儿/围产期护理方面的急性护理执业护士。合作努力的部分推动因素包括：为保障患者护理而减少了医学住院医师的工作时长；由于实践和学术工作的需求，患者在教学医院获得护理的机会有限；弥合护理与医学之间差距的必要性；以及护理的碎片化。该项目中所有教学、学习和评估的基础前提是成人教育学，即帮助成年人学习的艺术与科学。该项目符合国家认证公司目前的认证资格要求。一种新的评估工具——学习评估资源量表（LARS），通过将本纳的七个护理实践领域进行操作化设计而成。学习评估资源量表基于这样一个前提，即专家级护理是整体性的而非程序性的。作为服务机构与学术界合作的成果，双方相互尊重得以增强，护理与治疗的二分法得以弥合，高级实践护士在教育方面做好了提供专家级护理的准备。
