ing the workforce pipeline in local healthcare ( Horner , 2021 ).
Students involved in the program find the experience transformative . One Scholar emphasized that the program significantly reduced her financial stress , enabling her to focus on her clinical work with a sense of security . “ Being a Bayhealth Scholar allows me to stay close to home and take advantage of clinical opportunities that will enhance my nursing skills ,” she shared . Similarly , another Scholar described how working within the Bayhealth system has offered unique opportunities to build her professional competence and confidence , remarking , “ It ’ s comforting to know I have a job waiting , and I ’ m learning within the same environment where I ’ ll continue my career .” Through sustained relationships and immersive learning , participants gain a familiarity with Bayhealth ’ s practices and a deepened sense of readiness for full-time practice .
This model , focused on continuity and deep engagement in a single healthcare setting , equips students to transition smoothly from student roles to full-time positions , alleviating the burden of adjusting to new workplace environments .
Conclusion
The Clinical Scholar Model represents a transformative approach to nursing education , integrating academic rigor with clinical immersion to produce highly competent and confident graduates . Through mentorship , structured career pathways , and robust evaluation , the model addresses critical workforce challenges while enhancing the quality of patient care .
33 NSNA Imprint
Future directions for the Scholar Model include expanding to additional clinical sites and adapting the framework to meet the needs of diverse healthcare settings . This approach has the potential to create a broader network of immersive training sites that can strengthen graduate readiness and foster a smooth transition into professional practice across the healthcare sector . In doing so , academic-clinical partnerships such as the UD- SON-BayHealth initiative not only enhance individual competency and satisfaction but also contribute to the overarching goal of improving patient care and health outcomes nationwide .
As nursing programs nationwide grapple with similar challenges , the Clinical Scholar Model provides a scalable and adaptable solution . By fostering collaboration between academia and practice , this model not only prepares the next generation of nurses but also ensures the sustainability of the profession .
References
Cherry , A . ( 2024 ) Strengthening the workforce . UDaily . https :// www . udel . edu / udaily / 2024 / october / school-of-nursingbayhealth-scholars-workforce-pipeline /
Horner , M . D ., Center , D ., Strauss , W . P ., Kowalski , K ., & Foss , K . ( 2009 ). Childbearing families : implementation of the Clinical Scholar Model for clinical teaching . Journal of perinatal & neonatal nursing , 23 ( 3 ), 230 – 240 . https :// doi . org / 10.1097 / JPN . 0b013e3181ae725c
Jarrett , S ., Horner , M ., Center , D ., & Kane , L . A . ( 2008 ). Curriculum for the Development of Staff Nurses as Clinical Faculty and Scholars . Nurse Educator , 33 ( 6 ), 268 . https :// doi . org / 10.1097 / 01 . NNE . 0000334793.53170.1b
Horner , M . D . ( 2021 ). Clinical Scholar Preparation : An Approach That Works . Journal for Nurses in Professional Development , 37 ( 4 ), 211 . https :// doi . org / 10.1097 / NND . 0000000000000741
Kowalski , K ., Horner , M ., Carroll , K .,
Center , D ., Foss , K ., Jarrett , S ., & Kane , L . A . ( 2007 ). Nursing Clinical Faculty Revisited : The Benefits of Developing Staff Nurses as Clinical Scholars . Journal of Continuing Education in Nursing , 38 ( 2 ), 69 – 75 . https :// doi . org / 10.3928 / 00220124- 20070301-08
Kowalski , K , Horner , M . D ., & Houser , J . ( 2011 ). Evaluation of a Model for Preparing Staff Nurses to Teach Clinical Groups of Nursing Students . Journal of Continuing Education in Nursing , 42 ( 5 ), 233 – 240 . https :// doi . org / 10.3928 / 00220124- 20101201-05
Bio
Isabella Leonardo is a sophomore honors nursing student at the University of Delaware with a strong commitment to academic excellence . She has been actively involved in research since the fall semester of her freshman year , gaining hands-on experience in the field . Isabella is passionate about advancing healthcare practices and hopes to contribute to the nursing profession through both research and patient care .
Elizabeth Speakman , EdD , RN , FNAP , ANEF , FAAN , is the Senior Associate Dean , Professor , and Chief Academic Officer of the School of Nursing at the University of Delaware . Dr . Speak-man is a Fellow in the American Academy of Nursing , Fellow in the Academy of Nursing Education , Fellow in the National Academies of Practice and a Robert Wood Johnson Foundation Executive Nurse Fellow . Dr . Speakman received the Dean ’ s Achievement Award and the Louise McManus Medal for Distinguished Service to Nursing Education and inducted into Columbia University Nursing Hall of Fame for her extraordinary contribution to nursing and healthcare . Dr . Speakman received both her Master and Doctorate in Nursing Education from Columbia University , New York .