Akademik Veri Yönetim Sistemi
Nurse Education Today, cilt.149, 2025 (SCI-Expanded)
Background: Collaborative partnerships are crucial for strengthening nursing education and practice, particularly in rapidly changing healthcare environments. Promoting collaborative academic-clinical partnerships that encourage unity of purpose among partners improves shared decision-making, enhances undergraduate education, and advances patient care. However, further research is required to discover more about the involvement of all partners in academic-service collaborations. Purpose: The aim of the study was to identify the barriers to and facilitators of collaboration between nursing faculty and a university hospital. Design: The study reported here was conducted using a descriptive design within a qualitative methodological framework. Methods: Interviews were held with 36 participants between January and July 2023. Data were collected using semi-structured, in-depth individual interviews (n = 36), which continued until data saturation was achieved. Inductive content analysis was used to interpret data from three groups: academics, clinicians, and students. The Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines were followed. Results: Two main themes and seven sub-themes emerged from the interviews, indicating four facilitators of collaboration: “togetherness contributing to development,” “viewing each member as part of the team,” “motivating through constructive feedback,” and “willingness.” Three barriers were identified: “inadequate triad partner interaction,” “planning issues,” and “nursing shortage.” Conclusions: Promoting togetherness, considering all members as integral parts of the team, providing constructive feedback, and encouraging their contributions can facilitate and strengthen successful partnerships. Facilitators can help overcome barriers to planning, staff shortages, and limited interaction by being open to alternative approaches, learning from past experiences, and, use this information to (re)organize educational and clinical processes. Implications: The results indicate how collaboration can be strengthened. This involves maintaining clear and effective communication, close and regular contact between partners, and frequent interaction. Therefore, to ensure the best healthcare processes and education are sustained, it is essential to foster collaboration between partners by implementing these facilitatory practices to overcome barriers. Patient or public contribution: The nurses and students were active in identifying the topics covered during interviews.