Partners in academia and practice: Expediting and transforming scholarly nursing projects

Lynda J. Dimitroff, Cheryl B. Crotser, Donna M. Tydings, Jeanine Seguin Santelli, Laurie W. Ernest, Lynn W. Nichols


The introduction of evidenced-based practice and research, and the clinical application of knowledge is commonplace in accreditednursing curricula. Through projects, capstone development, and dissertations, students are provided opportunities to enhanceknowledge and strengthen the pathways that lead to further professional query. It is essential that students practicing in thecommunity are presented with standardized expectations and that they are uniformly mandated throughout the hosting clinicalsites. A consortium that included nurse researchers from academic institutions and hospitals was formed to identify the elementsof successful scholarly proposals. The goal of this project was to provide comprehensive and meaningful guidelines for thedevelopment of successful scholarly proposals. A packet was developed and used to guide students and health care organizationsthrough the required steps for proposal approval. The change was implemented using Kotter’s Eight Step Process for LeadingChange.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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