This proposed Dedicated Education Unit (DEU) model addresses turnover, faculty shortages, and learner readiness by embedding experienced bedside nurses as clinical instructors with structured academic support and shared funding.
Academic Partner: University of Nevada, Reno (UNR) Orvis School of Nursing
Practice Partner(s): Renown Health
Implementation Status: Proposed (Idea Phase)
Proposed Implementation Date: September 2025
Brief Summary
Leaders across UNR and Renown Health proposed a Dedicated Education Unit (DEU) to address turnover, faculty shortages, and variable readiness among graduates. The model positions experienced bedside nurses as clinical instructors with formal support, joint funding, and mentorship from a university-based clinical coordinator. This approach aims to improve learner confidence, strengthen staff engagement, and reduce faculty workload while expanding clinical capacity.
Guiding Principles Alignment
The DEU model reflects core AACN/AONL Guiding Principles by emphasizing shared investment, structured preparation of clinical instructors, strong academic–practice collaboration, and human-centered professional development. Leaders prioritize sustainable workforce strategies, consistent mentorship, clarity in role delineation, and integration of interprofessional learning.
Problem Statement & Goals
Problem/Need Identified:
High turnover, faculty shortages, and concerns about learner readiness prompted partners to design a more sustainable model for clinical teaching. Partners identified that upskilling experienced bedside nurses into structured teaching roles could stabilize instruction, strengthen learner outcomes, and relieve pressure on faculty workloads.
Goals & Objectives:
- Establish a DEU using experienced bedside nurses as clinical instructors.
- Improve confidence and readiness among undergraduate and graduate learners.
- Reduce traditional faculty workload and increase teaching flexibility.
- Strengthen nurse retention through career pathways and professional development.
- Increase enrollment in MSN/DNP programs with tuition support.
- Embed interdisciplinary learning with NP students, residents, and respiratory therapists.
Intervention & Strategy
Description of the Case Model:
Partners propose appointing four clinical instructors to a 35-bed medical–telemetry unit. Each instructor works two 12-hour shifts supervising two learners. A university-based clinical coordinator retains faculty-of-record responsibilities while mentoring instructors.
Roles & Responsibilities:
Academic leaders provide mentorship, faculty-of-record oversight, and instructional alignment. Practice leaders supply clinical instructors, integrate interprofessional learners, and support teaching within daily workflow. Together, partners co-develop role descriptions, expectations, and shared operational processes.
Resources Utilized:
Joint funding supports the model: the university pays for 24 hours of instruction weekly, while the hospital covers 16 hours plus four hours of protected documentation time. Instructors receive a 10% differential for teaching shifts and priority admission and tuition support for MSN and DNP pathways.
Outcome Metrics
Educational Outcomes:
- Strengthened learner confidence and practice readiness.
- Consistent coaching and familiarity through stable instructor assignments.
Workforce Outcomes:
- Anticipated improvements in staff engagement and nurse retention.
- Increased enrollment in previously underfilled graduate nursing programs.
Clinical Outcomes:
- Improved coordination during interprofessional rounds.
- More efficient onboarding and reduced strain on faculty.
Sustainability & Scalability
Sustainability Plan:
Leaders plan to integrate professional development into daily clinical operations, reducing reliance on ad hoc training. Billing revenue from advanced practice services may offset faculty buyouts. Clear role definitions, shared funding, and structured mentorship ensure long-term feasibility.
Replication Potential:
Organizations seeking to enhance clinical teaching capacity can adopt this model by developing shared funding agreements, selecting experienced nurses as instructors, and providing consistent academic mentorship.
Lessons Learned
Key Success Factors:
Close communication, shared governance, clarity in instructor roles, and consistent mentorship were critical. Stable instructor–learner relationships foster belonging, support learning, and expand clinical reasoning.
Challenges & Solutions:
Significant upfront coordination and investment were required. Leaders mitigated this by drafting clear agreements, implementing structured onboarding, providing mentorship, and reallocating faculty workload to support well-being.
Supporting Documents
Editorial Review Notice:
Submissions may be edited by AACN for clarity, grammar, formatting, length, and consistency with publication standards. AACN will make every effort to preserve the original intent and meaning of the submission.