Keeping the lines open: Exploring communication around nurse education between academia and clinical placement areas

Abstract

It is recognized that there are two significant parts to the process of educating nurses: knowledge acquisition and application. Even as much of the knowledge acquisition has formally transitioned to higher education institutions for many nursing programmes, there is a continued need for strong clinical placements to support application of this knowledge into practice. Competing priorities of service and education can make collaboration a challenge, and communication is frequently noted to be a key factor in developing and sustaining effective partnerships. This study was undertaken to explore how communication around nurse education takes place within the diverse partnerships found within nurse education. Semi-structured interviews were done with participants involved in nurse education from both academic and clinical areas. Using a grounded theory approach, each interview was analyzed, compared and contrasted. This allowed four significant categories to emerge, including Foundation (Purpose and Philosophy), Descriptors (Mode and Form), Variables (Concepts of Lack, Time and Relationship) and Outcomes (Frustration, Ambiguity and Engagement). Communication is recognized as necessary for successful holistic nurse education, and all involved and invested in educating nursing students can recognize the part they can have in addressing personal and systemic communication processes.