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Introduction

Collaborative nursing has occupied debate in health care system discourses for a long time now. Nursing schools, colleges, and universities continue to see it as a fundamental recourse important for improvement of training at a low-cost as well as one that portends little conflict in management of nursing education. Indeed, as many countries across the world including the USA, United Kingdom, Australia, Canada among others continue to experience shortage in nursing personnel, there is need for solutions which collaborative model provides (Anon, 2006). This paper seeks to address the position that all countries and various states across the world should adopt collaborative nursing programs.

Vision

The vision of nursing is to promote enhanced provision of services to the citizenry that arise from quality, low cost, and efficient training that focuses on collaboration. Low cost is where there is a deliberate pull of resources during training by adapting collaborative methodologies between colleges and universities. In the end, quality is attained as students and instructors from diverse backgrounds bring experience and expertise on the table (Council of Ontario Universities, 2010).

Benefits of collaborative Nursing

Collaborative nursing has some advantages. These are seen in a number of areas. One such is in curriculum development. Council of Ontario Universities (2010) reckons that 'evidence-informed' medical investigation is a centrality in the progress and anchoring of nursing as a discipline as well as an occupation. Evidence focused research, accordingly, presume a healthy setting for research in nursing as well as training which can be sustained overtime. Besides, such an endeavor presents an instrument that enables yearly update of the nursing courses syllabi in relation to existing information developed and the methodical progress attained (Anon, 2006).

The second benefit is accessibility. Usually, collaborations enhance accessibility to nursing education in major cities across many countries or states where it is practiced, and brings together students of different backgrounds. Beyond this is the aspect of resources. Evidently, by participating and working together, colleges and universities would pull resources (libraries, laboratories, and apparatus, databases, faculty, and instruction rooms) and enhance what could not have been achieved by one entity (Kleinberge, 2010). Council of Ontario Universities notes that a number of these programmes do successfully lead to excellent associations and relationships between universities and nursing scholarship organizations.

The idea is that, education is enhanced in terms of quality and accessibility and experience that expands student's wakefulness and promotion of better usage of resources is achieved. In the end, this brings in diversity, which is important in contributing the quality and versatility of programs, improved quality of graduates and by extension quality and expansion of health care at large. (Kleinberge, 2010)

Broadly speaking, collaborative programs have many other advantages. They generally include '' system stability, health system efficiency, reduced cost of the system and general consistency as a policy in training'' (Council of Ontario Universities, 2010). The proposal for instance imagines that making a strong case for incentives for universities and colleges to corporate and most of associative partnerships work well.

Critique of the proposal

Some of the associations have continually witnessed bottlenecks as they try to collaborate. However, as noted by Council of Ontario Universities (2010), the challenges only indicate that collaborative policies are still mounting, and therefore should not be dismissed but 'built upon' as work in improvement (Council of Ontario Universities, 2010).

Secondly, it dismisses the debate that permits 'stand-alone degrees'. This is because that kind of approach would entail universities' possibility of incorporating the thinking that funding would then be allowed to flow directly to them and not other colleges, with a result that would be chaotic. The thrust of the argument therefore is that allowing colleges to recommend 'stand-alone degrees' would bring about the risk of instability in a collaborative system, thereby portending  a likely negative sway on students and the future 'supply' of nurses on health care system getting disoriented (Kleinberge, 2010; Council of Ontario Universities, 2010).

The other way to examine this is by looking at the cost of the system. The idea here is that is that in the absence of collaboration, there is the risk of 'duplicating resources' which means 'duplicating costs'. This automatically translates into addition of more resources including libraries, laboratories, and books among other requirements. In the end, it means additional 'operational and capital funding' (Kleinberge, 2010).

Conclusion

This paper recognizes the importance of collaborative nursing. It reckons that if it is implemented cautiously, collaborative nursing as an approach caters for both the interests of students, health care system, as well as other organizations in the end.

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