Dedicated education units: Redirecting for success

Abstract

This process paper describes the evolution and growth of Dedicated Education Units through an academic-practice partnership at a college of nursing and urban medical center. This collaboration marked a period of rapid expansion from a single unit pilot dedicated education unit to five within a six-year timeframe. During the expansion from the pilot phase to creation of the dedicated units, it was determined that success in one unit did not translate to success in others. Using Tuckman's Group Development Theory as a lens for analysis of barriers and facilitators, suggested oversight and monitoring parameters were identified and include: (1) a dedicated clinical faculty coordinator is a necessity; (2) clearly defined dedicated education unit vision and goals need to be articulated to all; (3) a unit must commit to providing dedicated education unit clinical experiences only; (4) designated resources are needed for attending to staff and student scheduling requirements; (6) established and barrier-free clinical instructor educational support for nurse educator transition; (7) an objective evaluation plan with established benchmarks, (8) a need to evaluate the coordinator role as partnerships expand to multiple units, and (9) awareness of potential storming among new and experienced dedicated education units.