Nurses play a pivotal role in educating the next generation of nurses and help create successful students in the clinical setting. The nurse plays a substantial role in student education by fostering a clinical academic partnership between the organization and the educational institution. This partnership serves as a powerful tool to help promote education, enhance patient education, and assist the students in bridging the gap between the application process of applying theoretical learning and the practicum (Boe & Debesay, 2021). Without mutual respect and understanding from the nurses who take the time to facilitate this learning process as mentors to help these students facilitate and grow (Boe & Debesay, 2021). The role of nurses as mentors is critical in shaping the next generation of healthcare professionals. Nurses do not get enough recognition within the community and at their organizations for their teaching.
Nurse mentoring within the clinical setting helps create collaborative teamwork between students and nurses. By demonstrating how to prioritize tasks, communicate effectively, and handle complex situations, nurses encourage students to think critically and adapt to dynamic environments (Burgess et al., 2020). Allowing nursing students to work with them helps students develop hands-on skills, build confidence, and adopt professionalism that aligns with modern healthcare standards (Bugress et al., 2020).
Nursing students benefit from the clinical setting, as they bring a new perspective and energy to the clinical setting (Bugress et al., 2020). In addition, they help bring in new approaches to patient care or innovative ideas to help foster and improve the community. Students make excellent resources for patients by helping to facilitate supportive patient care, teamwork, and documentation assistance. By working closely with experienced nurses, students are inspired to participate in outreach programs, health education campaigns, and preventive care efforts, fostering strong bonds with the community and making a difference (Markaki et al., 2021).
These partnerships empower students to become advocates for community health, promoting best practices that address specific needs and disparities (Markaki et al., 2021). This alignment between clinical training and community engagement ensures that students develop a holistic understanding of healthcare delivery and apply evidence-based practices to patient care (Markaki et al., 2021).
The foundation of effective community partnerships lies in structured programs that integrate students into clinical settings while addressing community needs. Hospitals and educational institutions can collaborate to design rotations, internships, and outreach initiatives that align with local health priorities and nursing shortages (Markaki et al., 2021). These programs should foster mentorship, cultivate leadership skills, and encourage student community engagement.
Additional feedback mechanisms should be implemented to ensure continuous improvement in partnership programs, enabling nurses and students to grow together and adapt to changes in healthcare. Nurses should be recognized with positive feedback and incentives to help with the exponential demands of nursing growth and development.
Establishing community partnerships between nurses and students in clinical settings creates a ripple effect of positive changes. By nurturing collaboration, mentorship, and mutual respect, these partnerships equip students with the skills and values needed to excel in healthcare settings while addressing the shortage of nurses (Markaki et al., 2021). As healthcare evolves, these partnerships remain a cornerstone of advancing patient care, nursing education, and collaborative practice to help create the future nursing generations.
Jenna Laws currently serves as a visiting instructor and clinical academic educator at the University of South Florida, where she helps guide students through clinical training on medical-surgical units. She holds a master’s degree in advanced practice nursing with a focus on family care and a post-certification in education. Her extensive nursing experience spans progressive care, medical-surgical units, and community health, and she has been a nurse educator for the last four years.
References
Boe, S. V., & Debesay, J. (2021). The Learning environment of student nurses during clinical placement: A qualitative case study of a student-dense ward. SAGE
Open
Nursing, 7, 23779608211052357. https://doi.org/10.1177/23779608211052357
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC
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Education, 20(2), 463. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02283-2
Markaki, A., Prajankett, O. O., Shorten, A., Shirey, M. R., & Harper, D. C. (2021). Academic service-learning nursing partnerships in the Americas: a scoping review. BMC Nursing, 20(1), 179. https://doi.org/10.1186/s12912-021-00698-w
