An exploration of collaborative academic-practice partnership positions in nursing

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.