The Clinical Scholar Model in Evidence-Based Practice

The Clinical Scholar Model provides a great framework for the investigation and implementation of evidence-based practices for health care providers like the nurses. It helps the in the identification of key stakeholders, problems in the system, issues and problems and the need for changes in the practice. Through this model, on can have an opportunity to critique and combine both external and internal evidence. The framework in the model operates in such a way that the health care providers take a practice-education approach to health care (Schaffer, Sandau, and Diedrick, 2013). Thus education practice partnership aims at enhancing the outcomes of the nursing practice through linking both service and academic applications. The clinical scholar is expected to supervise, coordinate and conduct an assessment of the clinical education of nursing students. The collaboration and partnership between practice and academic institutions assist in the quality of the nursing profession.

The strength of model lies in the fact that bridging the practice and educational gap allows the students to have practical experience in the field as they study through their interaction with the professionals. This model is a remarkable tool in closing this gap through the development of competence among the student nurses. Further, this approach helps in the sharing of expertise and resources between the academics and the facility during resources shortage (Arnold, 2013). For instance, the nurses in the professionals may be in short supply, and the scholar nurses can offer professional help under supervision in the health facility. Additionally, in institutions where this approach is used, there is a smooth transition between graduate school and employment. That reduces the stint and resources required to gain stability in the workplace. When this happens, the new employees can quickly make an impact in the health care facility unlike when the orientation process to employment takes such a long time. Finally, the enrolment of students and qualified nurses improves and thus enhancing the quality of health care services across the board thus ensuring high service provision to the patients.

Notably, this approach has some weaknesses. For instance, it is costly trying to bring together the nurses and the students as there will be a need to create room for the instruction of nurse students. Such partnership can affect the health care service delivery since the professionals have to juggle between the students and the patients. That can influence the quality of professionals developed among the students. The student nurses can feel torn apart since they are accountable to the College and the facility as well (Arnold, 2013). And thus balancing their academic needs and the patients needs can become problematic for the students especially when there nurses shortages in the facility.

The evaluation of the model using the tool provided shows that the model score is 9/12 since its concepts are easy to understand and conceptualize. It is well detailed from the first stage to the final stages with proper scoping provided. Further, it provides the objectives of the model so that during the assessment of the model, those goals can act as a control mechanism. Unfortunately, the model is limited because it cannot be applied in different environments. The diagrammatic representation of the model allows quick assimilation of the model as the user view various aspects of the model.

References

Arnold, K. (2013). The Clinical Scholar Model: A strategy to bridge the theory-practice gap (Doctoral dissertation, Florida Atlantic University Boca Raton, Florida).

Schaffer, M. A., Sandau, K. E., & Diedrick, L. (2013). Evidencebased practice models for organizational change: overview and practical applications. Journal of advanced nursing, 69(5), 1197-1209.