Commentary: Nurse education
Inclusive academic-clinical collaboration overcomes barriers and strengthens nursing education 10.1136/ebnurs-2025-104387
experiences with them, and they contribute their expertise’, highlighting mutual benefit. Barriers included limited interaction among partners, plan- ning challenges and nursing shortages, all of which disrupted collaboration and hindered student support in clinical learning environments. Commentary The study by Dirik et al 1 provides evidence that students are not passive recipients in academic-clinical partnerships, but essential contributors whose inclusion strengthens collaboration and achievement of learning outcomes. Their findings, particularly the theme ‘viewing each member as part of the team’, support the suggestion that students thrive when they are welcomed, respected and treated as future colleagues. 3 Effective communication and timely feedback from assessors and super- visors is critical to student development 1 demonstrated in the theme ‘moti- vating through constructive feedback’, which illustrates how real-time, respectful feedback enhances student confidence and competence. This supports broader research that suggests feedback is most effective when contemporaneous, embedded in daily practice and actionable. 4 The authors of this study 1 note students must demonstrate the ability to respond to feed- back. This reinforces the value of immediate, supportive correction during clinical learning and the need for students to contribute to the collaborative partnership. This study highlights the significance of strong relationships between higher education institutions (HEIs) and practice areas. The Nursing and Midwifery Council (NMC), who regulate nursing in the UK, states that approved education institutions and practice learning partners must work collaboratively to provide high-quality learning experiences. 5 When students encounter difficulties in meeting proficiencies or demonstrating professional values, 6 a supportive, collaborative culture with shared responsibility is essential in determining the difference between disengage- ment and development. Conversely, when students excel, recognition and encouragement from both academic and clinical staff reinforce professional identity, reflecting the NMC’s emphasis on inclusive learning environments and effective supervision through close HEI-clinical partnerships. In conclusion, HEIs, practice partners and nursing students must be equally recognised as integral to academic-clinical collaboration. Student success depends on timely feedback, inclusive environments and strong institutional relationships. These partnerships are essential for high-quality nursing education. Competing interests None declared. Provenance and peer review Commissioned; internally peer-reviewed. © Author(s) (or their employer(s)) 2026. No commercial re-use. See rights and permissions. Published by BMJ Group. References 1 Dirik HF , Yildirim M, Ozmen S, et al . Academic-clinical collaborative partnerships: A qualitative exploration of facilitators and barriers from the perspectives of nurse academics, clinicians, and students. Nurse Educ Today 2025;149:106674. 2 Tong A , Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care 2007;19:349–57. 3 McTier L , Phillips NM, Duke M. Factors Influencing Nursing Student Learning During Clinical Placements: A Modified Delphi Study. J Nurs Educ 2023;62:333–41. 4 Van der Kleij FM , Lipnevich AA. Student perceptions of assessment feedback: a critical scoping review and call for research. Educ Asse Eval Acc 2021;33:345–73. 5 Nursing and Midwifery Council . Standards framework for nursing and midwifery education. Nursing and Midwifery Council; 2018. Available: https://www.nmc.org. uk/standards-for-education-and-training/standards-framework-for-nursing-and- midwifery-education 6 Nursing and Midwifery Council (NMC) . Standards of proficiency for registered nurses. 2024. Available: https://www.nmc.org.uk/globalassets/sitedocuments/ standards/2024/standards-of-proficiency-for-nurses.pdf
Karen Pattrick School of Health Care, University of Hull, Hull, UK
Correspondence to: Karen Pattrick; K.Pattrick@hull.ac.uk
Commentary on : Dirik et al . Academic-clinical collaborative partnerships: A qualitative exploration of facilitators and barriers from the perspectives of nurse academics, clinicians and students. 2025.
Implications for practice and research
► Strengthening academic-clinical partnerships requires inclusive engagement, shared decision-making and recognising students as valued team members. ► Research should explore how students’ experiences in collaborative environments shape their professional identity and readiness for practice. Context The study 1 was conducted at a major university health campus in western Turkey, involving an accredited nursing faculty and its affiliated teaching hospital. This setting enabled the exploration of academic-clinical part- nerships, strategic collaborations between nursing education institutions and clinical settings aimed at improving education and patient care. The research brought together nursing faculty, clinical nurses and students actively engaged in practice, providing a real-world context to examine how these partnerships function and their significance in nursing education. Methods A qualitative descriptive design was used to explore the perspectives of nursing faculty, clinical nurses and students on academic-clinical partner- ships. Data were collected through semi-structured, in-depth interviews with 36 purposively selected participants. Interviews were carried out between January and July 2023, in Turkish and later translated into English. Each interview lasted between 20 and 53 min, continuing until data saturation were achieved. The research team followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines 2 to ensure method- ological rigour. Transcripts were analysed using inductive content anal- ysis, allowing themes to emerge from data. To enhance trustworthiness, the team engaged in collaborative coding, participant validation and reflexive discussions to minimise bias. Ethical approval and informed consent were obtained, and participant confidentiality was maintained throughout the study. Findings The study identified two overarching themes: facilitators and barriers to academic-clinical collaboration. Facilitators included togetherness, team inclusion, constructive feedback and willingness to engage. These elements helped build strong, productive relationships between nursing faculty, clinicians and students. As one nurse noted, ‘We share our knowledge and
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Evid Based Nurs Month 2026 | volume 0 | number 0 |
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