Using a Student-Faculty Collaborative Learning Model to Teach Grant Development in Graduate Nursing Education
Using a Student-Faculty Collaborative Learning Model to Teach Grant Development in Graduate Nursing Education
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DOI：
10.3928/00220124-20140421-01
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发表时间：
2014-05-01
影响因子：
1.2
通讯作者：
Schumann, Mary Jean
中科院分区：
文献类型：
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作者：
Falk, Nancy L.;Phillips, Kathleen M.;Schumann, Mary Jean
毕业护士受雇于临床，研究，教育和政策的作用。作为领导者，他们应该开发和维持支持将研究转化为实践和政策的项目。支持计划的资金很紧张，需要创新的解决方案来支付工资、福利、设备购买和其他计划费用。为了在培养有技能的领导者的同时教授赠款写作，这些领导者在获得资金方面是有效和有竞争力的，乔治华盛顿大学护理学院提供了研究生水平的赠款写作课程。2011年夏天，在该课程内开发了一个协作学习模式。这种联合方法是确保医疗保健研究和质量机构拨款的基础，以支持护理质量护理联盟开发和实施患者参与项目。本文描述了该项目，并为那些寻求开发协作教育体验的人提供了一些提示，这些体验为来自所有背景的RN提供了新的领导技能。
Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds.