1
|
Garcia D, Kazemitabar M, Björk E, Daniele TMDC, Mihailovic M, Cloninger KM, Frota MA, Cloninger C. Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2024; 6:100206. [PMID: 38803822 PMCID: PMC11129095 DOI: 10.1016/j.ijnsa.2024.100206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/29/2024] Open
Abstract
Background About 9 million nurses will be needed by 2030. To face these unprecedented times, governments/institutions focus on educating as many nursing students as possible. This strategy is clouded by burnout and lack of both health and well-being among students and by the fact that personality is one of the major determinants of these health outcomes. Nevertheless, recent findings show that personality is a complex adaptive system (i,e., nonlinear) and that combinations of people's temperament and character traits (i.e., joint personality networks) might provide further information to understand its development, academic burnout, and lack of health and well-being. Aims Our aims were to investigate the linear relationship between nursing students' personality, burnout, health, and well-being; investigate the linear mediational effects of personality and burnout on health and well-being; and investigate differences in these health outcomes between/within students with distinct joint personality networks (i.e., nonlinear relationships). Method Swedish nursing students (189 women, 29 men) responded to the Temperament and Character Inventory, The Maslach Burnout Inventory-General Survey for Students, and the Public Health Surveillance Well-Being Scale. We conducted correlation analyses and Structural Equation Modeling and, for the nonlinear relationships, Latent Profile Analysis and Latent Class Analysis for clustering and then Analyses of Variance for differences in health outcomes between/within students with distinct personality networks. This study was not pre-registered. Results High levels of health and well-being and low burnout symptoms (low Emotional Exhaustion, low Cynicism, and high Academic Efficacy) were associated with low Harm Avoidance and high Self-Directedness. Some personality traits were associated with specific health outcomes (e.g., high Self-Transcendence-high Emotional Exhaustion and high Persistence-high Academic Efficacy) and their effects on health and well-being were mediated by specific burnout symptoms. Cynicism and Emotional Exhaustion predicted low levels of health and well-being, Academic Efficacy predicted high levels, and Cynicism lead both directly and indirectly to low levels of health and well-being through Emotional Exhaustion. We found two joint personality networks: students with an Organized/Reliable combination who reported being less emotionally exhausted by their studies, less cynical towards education, higher self-efficacy regarding their academic work/skills, and better health and well-being compared to nursing students with an Emotional/Unreliable combination. Conclusions The coherence of temperament-character, rather than single traits, seems to determine students' health outcomes. Thus, nursing education might need to focus on helping students to develop professional skills and health-related abilities (e.g., self-acceptance and spiritual-acceptance), by supporting self-awareness.
Collapse
Affiliation(s)
- Danilo Garcia
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
- Centre for Ethics, Law and Mental Health (CELAM), University of Gothenburg, Gothenburg, Sweden
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
| | | | - Elina Björk
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
| | - Thiago Medeiros da Costa Daniele
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
- Programa de Pós-graduação em Saúde Coletiva, University of Fortaleza (UNIFOR), Ceará, Brazil
| | - Marko Mihailovic
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Promotion of Health and Innovation (PHI) Lab, International Network for Well-Being
| | - Kevin M. Cloninger
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Anthropedia Foundation, St. Louis, Missouri, USA
| | - Mirna Albuquerque Frota
- Programa de Pós-graduação em Saúde Coletiva, University of Fortaleza (UNIFOR), Ceará, Brazil
| | - C.Robert Cloninger
- Lab for Biopsychosocial Personality Research (BPS-PR), International Network for Well-Being
- Anthropedia Foundation, St. Louis, Missouri, USA
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri, USA
| |
Collapse
|
2
|
Lee A, Kim S, Noh W. Learning Environments in Undergraduate Nursing Education During COVID-19: A Scoping Review. Nurse Educ 2024; 49:E136-E141. [PMID: 38235784 DOI: 10.1097/nne.0000000000001601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
BACKGROUND The COVID-19 pandemic radically changed nursing education. PURPOSE To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces. METHOD Eligible articles were reviewed using the Joanna Briggs framework. RESULTS The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects. CONCLUSIONS The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.
Collapse
Affiliation(s)
- Anna Lee
- Author Affiliations: Assistant Professor (Dr Lee), Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, a JBI Affiliated Group, Seoul, Republic of Korea; Postdoctoral Research Associate (Dr Kim), School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill; and Associate Professor (Dr Noh), College of Nursing, Gachon University, Incheon, Republic of Korea
| | | | | |
Collapse
|
3
|
Alberti S, Vannini V, Ghirotto L, Bonetti L, Rovesti S, Ferri P. Learning to teach with patients and caregivers: a focused ethnography. BMC MEDICAL EDUCATION 2024; 24:224. [PMID: 38433220 PMCID: PMC10910666 DOI: 10.1186/s12909-024-05197-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 02/19/2024] [Indexed: 03/05/2024]
Abstract
BACKGROUND Little is known about what happens when patients and caregivers are involved in an academic setting as co-teachers and how healthcare professionals approach a new model of partnership-based teaching. This study aimed to explore the learning and behavioural patterns of a group of healthcare professionals who were learning to teach with patients and caregivers as co-teachers in a post-graduate course. METHODS A focused ethnographic study involving 11 health professionals was conducted. Data were collected through participatory observation during the course, individual semi-structured interviews, and a follow-up focus group. Taxonomic analysis was performed. RESULTS Three categories were identified: 'group', 'role of narration' and 'applying co-teaching with patients and caregivers '. Specifically, heterogeneity, absence of hierarchies, and balanced relationships characterised the group dynamic and promoted partnership. Narration played a key role both in learning and in healthcare professionals' relationship with patients and caregivers and promoted emotional skills and self-awareness. Project planning and lessons simulations were essential aspects of the implementation process. CONCLUSIONS This focused ethnography helped further understanding of the context of a specific project involving patients and caregivers as co-teachers in healthcare professional education. The development of emotional skills and self-awareness are the main learning patterns of co-teaching, and interprofessionalism and balanced relationships are the basis of the behavioural patterns. These patterns facilitated the involvement of patients and caregivers in health education.
Collapse
Affiliation(s)
- Sara Alberti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy.
| | - Valeria Vannini
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS di Reggio Emilia, viale Umberto I, Reggio Emilia, 42123, Italy
| | - Loris Bonetti
- Nursing Research Competence Centre, Ente Ospedaliero Cantonale, str. Officina n°3, Bellinzona, 6500, Switzerland
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, str. Violino n°11, Manno, 6928, Switzerland
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| |
Collapse
|
4
|
Giske S, Gamlem SM, Kvangarsnes M, Landstad BJ, Hole T, Dahl BM. Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study. Front Med (Lausanne) 2024; 11:1181478. [PMID: 38318250 PMCID: PMC10839080 DOI: 10.3389/fmed.2024.1181478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 01/05/2024] [Indexed: 02/07/2024] Open
Abstract
Introduction Primary care placement for nursing and medical students is vital for developing the competence to accommodate the increasing number of patients with multimorbid and complex conditions. Prior studies have suggested that interaction quality in primary care placement empowers learning. However, research mapping interaction quality in primary care placements in municipal emergency care units is lacking. This study aimed to systematically map interaction quality for nursing and medical students in primary care placement in two municipal emergency care units. Materials and methods This study adopted a systematic descriptive observational design. Systematic observations (n = 201 cycles) of eight nursing students (n = 103 cycles) and six medical students (n = 98 cycles) were used to map interaction quality across six learning situations between March and May 2019. Observations were coded using the Classroom Assessment Scoring System-Secondary (CLASS-S). Data were analyzed using descriptive statistics and Spearman correlations. Results Interaction quality is described in three domains: (I) emotional support, (II) framework for learning, and (III) instructional support, and the overall measure, student engagement. The results indicated middle-quality interactions in the emotional and instructional support domains and high quality in the framework for learning domain and student engagement. Correlations exhibited similar patterns and ranged from non-significant to strong correlations. Conclusion The interaction qualities indicated a generally positive and supportive learning environment contributing to nursing and medical students' learning and active participation in work tasks related to their professional roles. Thus, this new form for primary care placement for nursing and medical students in the municipal emergency care units was found to be a positive learning arena. These results may enhance nursing and medical education programs in countries with similar health services and education. Health education, supervisors, peers, and others contributing to students' learning should recognize which interaction qualities may affect learning and how to improve quality, thus affecting supervisors' approach to training students. While the CLASS-S showed potential for mapping interaction qualities for nursing and medical students in primary care placement in municipal emergency care units, further studies are needed to validate the CLASS-S for use in clinical placement settings.
Collapse
Affiliation(s)
- Solveig Giske
- Department of Health Sciences in Ålesund, NTNU - Norwegian University of Science and Technology, Ålesund, Norway
| | - Siv M. Gamlem
- Department of Pedagogy, Volda University College, Volda, Norway
| | - Marit Kvangarsnes
- Department of Health Sciences in Ålesund, NTNU - Norwegian University of Science and Technology, Ålesund, Norway
- Ålesund Hospital, Møre and Romsdal Hospital Trust, Ålesund, Norway
| | - Bodil J. Landstad
- Faculty of Health Sciences, Mid Sweden University, Östersund, Sweden
- Unit of Research, Education and Development, Östersund Hospital, Östersund, Sweden
| | - Torstein Hole
- Medical Department, Ålesund Hospital, Møre and Romsdal Hospital Trust, Ålesund, Norway
- Faculty of Medicine and Health Sciences, NTNU - Norwegian University of Science and Technology, Trondheim, Norway
| | - Berit Misund Dahl
- Department of Health Sciences in Ålesund, NTNU - Norwegian University of Science and Technology, Ålesund, Norway
- Department of Public Health, University of Stavanger, Stavanger, Norway
| |
Collapse
|
5
|
Holst H, Ozolins LL, Brunt D, Hörberg U. The perspectives of patients, nursing students and supervisors on "the caring-learning space" - a synthesis of and further abstracton of previous studies. Int J Qual Stud Health Well-being 2023; 18:2172796. [PMID: 36744305 PMCID: PMC9904312 DOI: 10.1080/17482631.2023.2172796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/07/2023] Open
Abstract
The aim was to describe and gain a greater understanding of the phenomenon "caring-learning space" based on the perspectives of patients, nursing students, and supervisors in clinical practice contexts.A general structure of the phenomenon "caring-learning space" was created based on essential structures from five empirical studies. The analysis is based on a reflective lifeworld research approach (RLR).The "caring-learning" space shows itself in terms of interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is first when the learning space is accepted as a part of caring, that a "caring-learning space" is created. A flexibility and a receptivity are seen where the learning is allowed to become visible and be integrated in the caring processes when caring and learning to interact.A caring-learning space is established by the patient being the focal point, but also a co-creator in caring as well as learning regardless of her/his health status. This entails that the "caring-learning space" exists when patients, students, supervisors and other healthcare professionals interact based on their ability and role in the space.
Collapse
Affiliation(s)
- Hanna Holst
- Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden,CONTACT Hanna Holst Department of Health and Caring Sciences, Linnaeus University, VäxjöSE-351 95, Sweden
| | - Lise-Lotte Ozolins
- Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden
| | - David Brunt
- Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden
| | - Ulrica Hörberg
- Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden
| |
Collapse
|
6
|
Silén C, Kalén S, Lundh P, Mattson J, Manninen K. Students' learning in clinical practice - a scoping review of characteristics of research in the Nordic countries. MEDICAL EDUCATION ONLINE 2023; 28:2279347. [PMID: 37979165 PMCID: PMC11078069 DOI: 10.1080/10872981.2023.2279347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 10/31/2023] [Indexed: 11/20/2023]
Abstract
RATIONALE The complex nature of student learning in clinical practice calls for a comprehensive pedagogical framework on how to create optimal learning affordances. PURPOSE The purpose of this study was to describe characteristics of conducted research regarding investigated research questions, distribution of different health care student groups, and employed methodological approaches. METHODS A scoping review was chosen to capture the multifaceted characteristics in the field of learning in clinical practice. Funded local projects were analysed to provide significant core concepts for the literature search. A systematic search and review of articles published 2000-2019 in the Nordic countries was conducted according to PRISMA- ScR (23). The search was made in Medline (OVID), SveMed+ and CINAHL and resulted in 3126 articles. After screening of the titles and abstracts 988 articles were included for further review. The abstracts of all these articles were reviewed against established inclusion and exclusion criteria and 391 articles were included. Characteristics of purposes and research questions were analysed with a qualitative content approach resulting in identified subject areas including significant categories. Health care student groups and methodological approaches were also identified. RESULTS Subjects predominating the research were organisation of clinical practice, supervision, and students' experience followed by interprofessional learning and learning environment. Co-operation, university-clinical setting, and patients' role were investigated to a small extent. Sparsely occurring subjects were also specific learning outcomes and evidence-based knowledge. Nursing students were involved in 74% of the studies, medical students in 20%, and other professions around 8%. Qualitative approaches were most common. CONCLUSION Health care students' learning in clinical practice has been researched to a large extent within the Nordic countries and important subject areas are well represented. The research displays a great potential to extract and describe factors to create a pedagogical framework with significant meaning to support students' learning.
Collapse
Affiliation(s)
- Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Susanne Kalén
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
- Department of Education, Health and Medical Care Administration, Region Stockholm, Stockholm, Sweden
| | - Pernilla Lundh
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Janet Mattson
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Children’s Perioperative Medicine and Intensive Care, Karolinska University Hospital, Stockholm, Sweden
| | - Katri Manninen
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Infectious Diseases, Karolinska University Hospital, Stockholm, Sweden
| |
Collapse
|
7
|
Sheehan S, Hanna JR, Drury A, McCance T, Semple CJ, O'Neill C. A Systematic Review of Educational Interventions to Equip Health and Social Care Professionals to Promote End-of-Life Supportive Care when a Parent with Dependent Children is Dying with Cancer. Semin Oncol Nurs 2023; 39:151474. [PMID: 37481410 DOI: 10.1016/j.soncn.2023.151474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 06/27/2023] [Accepted: 06/29/2023] [Indexed: 07/24/2023]
Abstract
OBJECTIVES This systematic review aimed to determine the content, mode of delivery, assessment, and outcomes of educational interventions to equip health and social care professionals when delivering end of life supportive care for parents dying with cancer who have dependent children. DATA SOURCES A mixed-methods systematic review was undertaken. Six electronic database were searched from their inception until September 2023 (Medline OVID, CINAHL, EMBASE, PsycINFO, Web of Science, and ERIC), supplemented by citation chaining, grey literature searches using Google Advanced Search and relevant professional bodies. Quality assessment was conducted independently by two researchers on the included studies. A convergent integrated approach was utilised for data synthesis. CONCLUSION The review identified two educational interventions; highlighting a dearth of training opportunities to equip health and social care professionals to provide supportive care to families when a parent is at end of life with cancer. Despite health and social care professionals reported need and desire for upskilling in this area of clinical practice, there is a severe lack of evidence-based educational interventions. It is imperative that effective educational interventions are made accessible to professionals. IMPLICATIONS FOR NURSING PRACTICE There is an imminent need for robust educational interventions to be developed, as health and social care professionals often lack the knowledge, skills and confidence on how best to support families when a parent of dependent children is at end of life. Health and social care professionals engagement with high-quality, evidence-based and theory-driven educational interventions has the potential to impact professionals' provision of family-centred cancer care at end of life. This could lead to better mental and physical outcomes for the whole family at end of life and in bereavement.
Collapse
Affiliation(s)
- Sarah Sheehan
- Research Assistant, School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Jeffrey R Hanna
- Research Associate, Institute of Nursing and Health Research, School of Nursing and Paramedic Science, Ulster University, Belfast, Northern Ireland
| | - Amanda Drury
- Associate Professor in General Nursing, School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Tanya McCance
- The Mona Grey Professor of Nursing Research & Development, Institute of Nursing and Health Research, School of Nursing and Paramedic Science, Ulster University, Belfast, Northern Ireland
| | - Cherith J Semple
- Professor in Clinical Cancer Nursing, Institute of Nursing and Health Research, Ulster University / Cancer Services, South Eastern Health and Social Care Trust, Belfast, Northern Ireland
| | - Carla O'Neill
- Assistant Professor in Nursing, School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland.
| |
Collapse
|
8
|
Chen LC, Lin CC, Han CY, Huang YL. Clinical Instructors' Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach. Healthcare (Basel) 2023; 11:1851. [PMID: 37444685 DOI: 10.3390/healthcare11131851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 06/10/2023] [Accepted: 06/21/2023] [Indexed: 07/15/2023] Open
Abstract
This study aimed to determine clinical instructors' perceptions of the assessments used to evaluate the clinical knowledge of undergraduate nursing students. This study uses a descriptive phenomenological approach. Purposive sampling was used to recruit sixteen clinical instructors for semi-structured interviews between August and December 2019. All interviews were audio recorded and transcribed verbatim. Data were analyzed using a modified Colaizzi's seven-step method. Four criteria were used to ensure the study's validity: credibility, transferability, dependability, and confirmability. Three themes were identified in the clinical instructors' views on evaluating the clinical performance of student nurses: familiarity with students, patchwork clinical learning, and differing perceptions of the same scoring system. The study results suggest a need for a reliable, valid, and consistent approach to evaluating students' clinical knowledge. If the use of patchwork clinical internships for student nurses is unavoidable, a method for assessing student nurses' clinical performance that requires instructor consensus is necessary.
Collapse
Affiliation(s)
- Li-Chin Chen
- Department of Nursing, New Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation), New Taipei City 236, Taiwan
| | - Chun-Chih Lin
- School of Nursing, Chang Gung University of Science and Technology, Puzi City 61363, Taiwan
- New Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation), New Taipei City 236, Taiwan
| | - Chin-Yen Han
- New Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation), New Taipei City 236, Taiwan
- School of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
| | - Ya-Ling Huang
- Faculty of Health (Nursing), Southern Cross University, Gold Coast, QLD 4225, Australia
- Visiting Research Fellow, Department of Emergency Medicine, Gold Coast Hospital and Health Service, Gold Coast, QLD 4215, Australia
| |
Collapse
|
9
|
Alberti S, Ferri P, Ghirotto L, Bonetti L, Rovesti S, Vannini V, Jackson M, Rossi F, Caleffi D. The patient involvement in nursing education: A mixed-methods systematic review. NURSE EDUCATION TODAY 2023; 128:105875. [PMID: 37336122 DOI: 10.1016/j.nedt.2023.105875] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Revised: 04/26/2023] [Accepted: 06/05/2023] [Indexed: 06/21/2023]
Abstract
OBJECTIVE To evaluate the effects patient involvement in nursing education has on students, patients and academic staff using a specific theoretical framework. DESIGN Mixed-methods systematic review based on Joanna Briggs Institute methodology (Prospero no. CRD42022327158). DATA SOURCES Seven databases (PubMed, Cochrane Library, Cinahl, PsychINFO, Scopus, ERIC, Embase), Google Scholar and reference lists were searched. REVIEW METHODS Qualitative, quantitative and mixed-method studies published from 2012 to 2022 were included. Two reviewers independently assessed the studies for eligibility and quality; any disagreement was discussed with a third reviewer. Data were extracted and analysed according to the Joanna Briggs Institute converged integrated approach. RESULTS Twenty-one qualitative, one quantitative and five mixed-methods studies met the inclusion criteria. Data were provided from three points of view: students, patients and academic staff. Student integrated findings included: (i) students' reactions towards patient involvement in education; (ii) students' views on the learning process and (iii) on ethical issue. From the patient point of view, the integrated findings addressed (i) patients' goals and effects on students' learning; (ii) how patients teach and get involved with students; (iii) how patients perceived their role; the patients' views on facilitators (iv) and barriers (v) in education; (vi) the perceived effects of being involved in education. Four integrated findings were derived from the academic staff's point of view: (i) academics' perceptions on patient vulnerability; (ii) perceived barriers to the efficacy of patient involvement in education; (iii) effects of patient involvement in nursing education; and (iv) methodological aspects of patient involvement in university curriculum. CONCLUSIONS This systematic review provides useful information from all stakeholders' perspectives on the effects of patient involvement in nursing education. It offers a broader view of the implications for implementation and for developing theoretical frameworks and hypotheses for future research.
Collapse
Affiliation(s)
- Sara Alberti
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy. https://twitter.com/SaraAl30973595
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
| | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS of Reggio Emilia, Italy
| | - Loris Bonetti
- Nursing Research Competence Centre, Department of Nursing, Ente Ospedaliero Cantonale (EOC), Switzerland; Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Switzerland.
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
| | - Valeria Vannini
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy; Azienda USL di Imola, Imola, Italy
| | - Mathieu Jackson
- Center of Excellence on Partnerships with Patients and the Public, University of Montreal Hospital Research Center, Canada
| | - Francesca Rossi
- EduCare Laboratory, Interdepartmental Center for Educational Innovation, University of Modena and Reggio Emilia, Modena, Italy
| | - Dalia Caleffi
- Azienda Ospedaliero-Universitaria di Modena, Modena, Italy
| |
Collapse
|
10
|
Drury A, de Los Rios la Serna CD, Bağçivan G, Dowling M, Kotronoulas G, Shewbridge A, Sheehan S, Erdem S, Aroyo V, Wiseman T. Consensus views on an advanced breast cancer education curriculum for cancer nurses: A Delphi study. NURSE EDUCATION TODAY 2023; 124:105757. [PMID: 36827744 DOI: 10.1016/j.nedt.2023.105757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 01/22/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Specialist nursing care is a core indicator of quality care for people living with advanced breast cancer. However, access to and quality of nurse education programmes in advanced breast cancer is variable. OBJECTIVES This study aims to define the topics for inclusion in an international curriculum for an advanced breast cancer education programme. METHODS A modified four-round Delphi study was undertaken with experts by profession and experience in advanced breast cancer. Thirty-four topics related to advanced breast cancer and six online teaching and learning methods were pre-selected following a systematic review. Between September 2021 and March 2022, the expert panel determined the importance of topics for inclusion in the education programme. Consensus was defined by at least 80 % agreement on the highest three points on a 9-point Likert scale. RESULTS A total of 31 experts participated in rounds 1-3 of this study, and 156 experts by profession and experience participated in an additional fourth round, including people living with advanced breast cancer (n = 72, 46 %), healthcare professionals (n = 46, 29 %), family members or caregivers of a person diagnosed with advanced breast cancer (n = 30, 19 %) and advocacy professionals working in the area of advanced breast cancer (n = 8, 5 %). In round 4, 36 topics and five of six learning methods reached consensus. CONCLUSIONS The results of this study provide a framework to develop education programmes in advanced breast cancer, defining the essential elements of curriculum content for such programmes. The results highlight the need for advanced breast cancer education programmes to use multiple teaching and learning methods to promote nurses' understanding of person-centred supportive care and the physical, psychosocial and spiritual issues experienced by people living with advanced breast cancer.
Collapse
Affiliation(s)
- Amanda Drury
- School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland; School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin 9, Ireland.
| | - Celia Diez de Los Rios la Serna
- School of Nursing, Faculty of Medicine and Health Sciences, Bellvitge Campus, Barcelona University, Feixa Llarga, 08907-L'Hospitalet de Llobregat, Barcelona, Catalonia, Spain
| | | | - Maura Dowling
- School of Nursing and Midwifery, National University of Ireland, Galway, Ireland
| | | | - Amanda Shewbridge
- Breast Cancer Now, Fifth Floor, Ibex House, 42-47 Minories, London EC3N 1DY, UK
| | - Sarah Sheehan
- School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | | | | | | |
Collapse
|
11
|
van de Venter R, Robins S, Joubert T. Beyond textbook learning: Patients as teachers for South African undergraduate radiography students. J Med Imaging Radiat Sci 2023; 54:S22-S25. [PMID: 37024419 DOI: 10.1016/j.jmir.2023.03.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 03/09/2023] [Accepted: 03/11/2023] [Indexed: 04/08/2023]
Affiliation(s)
- Riaan van de Venter
- DRad, MTech: Rad (Research), PGDip Tert. Edu, Lecturer and Research Associate; Department of Radiography, Faculty of Health Sciences Nelson Mandela University, South Africa.
| | - Sue Robins
- Author and Health Activist; Partner Bird Communications, Vancouver, Canada
| | - Tenika Joubert
- Undergraduate student, Bachelor of Radiography in Diagnostics; Department of Radiography, Faculty of Health Sciences Nelson Mandela University, South Africa
| |
Collapse
|
12
|
Suikkala A, Koskinen S, Brasaitė-Abromė I, Fuster-Linares P, Lehwaldt D, Leino-Kilpi H, Meyer G, Sveinsdóttir H, Katajisto J. Psychometric testing of the facilitative student-patient relationship scale within six EUROPEAN countries. Nurs Open 2023; 10:2319-2328. [PMID: 36404294 PMCID: PMC10006592 DOI: 10.1002/nop2.1485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 10/02/2022] [Accepted: 11/04/2022] [Indexed: 11/22/2022] Open
Abstract
AIM The aim of the study was to test the psychometric properties of the Facilitative Student-Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. DESIGN A multi-country, cross-sectional survey design was applied. METHODS A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. RESULTS Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two-factor construct explaining 47.7% of the total variance, identifying two sub-scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two-factor structure. The Cronbach alpha coefficients (0.8-0.9) indicated acceptable reliability of the scale.
Collapse
Affiliation(s)
- Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | | | - Pilar Fuster-Linares
- Department of Nursing, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - Daniela Lehwaldt
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Gabriele Meyer
- Martin Luther University Halle-Wittenberg, Institute of Health and Nursing Science, Halle, Germany
| | | | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turun yliopisto, Finland
| | | |
Collapse
|
13
|
Bevitt T, Isbel S, Pereira RB, Bacon R. Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’. Aust Occup Ther J 2022; 69:753-765. [PMID: 36372902 PMCID: PMC10098716 DOI: 10.1111/1440-1630.12853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 11/15/2022]
Abstract
INTRODUCTION Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on-campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. METHODS A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. FINDINGS Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator-controlled process to ensure safety for all stakeholders is required for time-poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. CONCLUSION Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co-design approach that involves all stakeholders to develop a feedback process may result in high-quality learning experiences that assist students to become safer, consumer-centred health professionals.
Collapse
Affiliation(s)
- Thomas Bevitt
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
| | - Stephen Isbel
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
| | - Robert B. Pereira
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
- Hospital Admission Risk Program, Barwon Health Geelong Victoria Australia
| | - Rachel Bacon
- Discipline of Nutrition and Dietetics, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
| |
Collapse
|
14
|
Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review. Nurse Educ Pract 2022; 65:103482. [DOI: 10.1016/j.nepr.2022.103482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 12/02/2021] [Accepted: 10/25/2022] [Indexed: 11/05/2022]
|
15
|
Donovan M, Gerard Quinn B, Hughes C, O'Neill D. Supporting the well-being of nursing students and student midwives during the COVID-19 pandemic. Nurs Manag (Harrow) 2022; 29:28-33. [PMID: 35289509 DOI: 10.7748/nm.2022.e2033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/22/2021] [Indexed: 11/09/2022]
Abstract
Throughout the coronavirus disease 2019 (COVID-19) pandemic the Queen's University Belfast Connections (QUB Connections) project has provided online well-being support to nursing students and student midwives. The project, which was co-designed and led by students and academic staff, provided an online well-being service for students who took on front-line roles during the early part of the pandemic and for those who had to pause their studies. Insights gained from responses to an evaluation of the support sessions suggested that some students felt stigmatised, frightened, lost, isolated and abandoned during this period, but that QUB Connections gave them a sense of 'being held' and 'attended to' in a time of uncertainty. The evaluation findings are a reminder of the need to continue to help nursing and midwifery students and newly qualified staff develop self-care and support mechanisms. QUB Connections is now embedded in the university's school of nursing and midwifery pre-registration programmes to support students and those new to nursing and midwifery practice.
Collapse
Affiliation(s)
- Monica Donovan
- Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland
| | | | - Clare Hughes
- Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland
| | - Deirdre O'Neill
- Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland
| |
Collapse
|
16
|
Drury A, Dowling M, Diez de Los Rios de la Serna C, Erdem S, Aroyo V, Wiseman T, Bağçivan G. Advanced breast cancer education for cancer nurses: A systematic review. NURSE EDUCATION TODAY 2022; 117:105477. [PMID: 35908406 DOI: 10.1016/j.nedt.2022.105477] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 06/23/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Access to comprehensive, integrated, multidisciplinary care is one of the most urgent and actionable recommendations of the Advanced Breast Cancer Global Alliance. However, access to specialist breast care units, and specialist breast cancer nurses is variable, influenced by access to specialist education and role recognition. To date, there has not been a synthesis of evidence regarding educational programmes related to advanced breast cancer education for nurses. OBJECTIVES The aim of this review was to determine the content, mode of delivery, assessment and outcomes of education programmes related to advanced breast cancer for nurses. REVIEW METHODS A systematic review was undertaken, according to the Joanna Briggs Institute's mixed methods review methodology. DATA SOURCES MEDLINE, PUBMED, CINAHL, Scopus, PsycInfo, Joanna Briggs Institute, Web of Science and grey literature sources were systematically searched. Eleven publications met the inclusion criteria. Data relating to programme content, mode of delivery, assessment and outcomes were extracted and analysed. RESULTS This review identifies a limited number of educational programmes within this specialist area of nursing practice. Shortcomings in the development, implementation and evaluation of advanced breast cancer education programmes included limited use of educational standards, theoretical frameworks and patient and public involvement to inform programme development. Evaluation of education programmes related to advanced breast cancer relied predominantly on self-reported learning, with limited consideration of the impacts of education on service delivery, patient experience or quality of care. CONCLUSIONS Future development of advanced breast cancer education programmes must consider the alignment of programme content and learning outcomes with existing educational and competency standards. Evaluation of educational programmes in this field must endeavour to enhance rigour of methods, incorporating standardised questionnaires, and multiple methods and sources of data to evaluate the broader impacts of advanced breast cancer education for nurses.
Collapse
Affiliation(s)
- Amanda Drury
- School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Maura Dowling
- School of Nursing and Midwifery, National University of Ireland, Galway, Ireland
| | - Celia Diez de Los Rios de la Serna
- School of Nursing, Faculty of Medicine and Health Sciences, Bellvitge Campus, Barcelona University, Feixa Llarga, 08907-L'Hospitalet de Llobregat, Barcelona, Catalonia, Spain
| | | | | | | | | |
Collapse
|
17
|
Hardie P, Murray A, Jarvis S, Redmond C. Experienced based co design: nursing preceptorship educational programme. RESEARCH INVOLVEMENT AND ENGAGEMENT 2022; 8:53. [PMID: 36115973 PMCID: PMC9482750 DOI: 10.1186/s40900-022-00385-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 08/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Patients play a central role in nursing preceptorship relationships, a professional educational relationship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education programmes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship education programmes has been noted. OBJECTIVE To use a co-design process to develop an innovative educational programme for developing interpersonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. METHODS Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. RESULTS Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nursing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. CONCLUSIONS The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable framework for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interpersonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.
Collapse
Affiliation(s)
- Philip Hardie
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | | | - Suzi Jarvis
- Innovation Academy, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | | |
Collapse
|
18
|
Iwanowicz-Palus GJ, Krysa JJ, Palus A, Cybulski M, Korżyńska-Piętas M, Bień A. Does the Stage of University Education Differentiate Midwifery Students in Terms of Their Behaviors in Certain Situations and Sense of Self-Efficacy? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11427. [PMID: 36141700 PMCID: PMC9517000 DOI: 10.3390/ijerph191811427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 08/29/2022] [Accepted: 09/03/2022] [Indexed: 06/16/2023]
Abstract
Midwifery students' behaviors in relevant spheres of their lives, as well as their sense of self-efficacy, can affect the process of training in the midwifery profession. The aim of the study was to determine the behaviors of students in Poland, assessed in a situational context, as well as their sense of self-efficacy in correlation with these behaviors at different levels of education in the midwifery profession. The study group included first- and third-year bachelor's degree (BS) midwifery students, as well as master's degree (MS) midwifery students. The survey was conducted on 1031 students. The 'Inventory for Personality Assessment in Situations' (IPS) and the General Self-Efficacy Scale (GSES) were used in the study. The largest group of students that were categorized as having problematic profiles was observed in the social-communicative domain, which indicates the necessity of introducing corrective and therapeutic actions concerning their interpersonal relations. The leading trait in the social-communicative domain among the BS students was sensitivity to frustration. The lowest self-confidence was observed among the third-year BS students. The average result of generalized self-efficacy among all the respondents was M = 28.36 (SD = 4.41), which indicates the average level of the obtained results. Students at different stages of midwifery programs demonstrate different behaviors when assessed in the situational context.
Collapse
Affiliation(s)
| | - Justyna J. Krysa
- Faculty of Health Sciences, Medical University of Lublin, 4–6 Staszica St., 20-081 Lublin, Poland
| | - Agnieszka Palus
- Medical Center in Nowy Dwór Mazowiecki, 2 Miodowa St., 05-100 Nowy Dwór Mazowiecki, Poland
| | - Mateusz Cybulski
- Department of Integrated Medical Care, Faculty of Health Sciences, Medical University of Bialystok, 7A Marii Skłodowskiej-Curie St., 15-096 Bialystok, Poland
| | | | - Agnieszka Bień
- Faculty of Health Sciences, Medical University of Lublin, 4–6 Staszica St., 20-081 Lublin, Poland
| |
Collapse
|
19
|
Abrey C, De Silva N, Godwin J, Jacotine T, Raab D, Urquhart K, Mumford K, McLaughlin P, Vaughan B. Does the student-led osteopathy clinical learning environment prepare students for practice? BMC MEDICAL EDUCATION 2022; 22:603. [PMID: 35927729 PMCID: PMC9354297 DOI: 10.1186/s12909-022-03658-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 07/20/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND For many allied health disciplines, pre-professional clinical education takes place in student-led, on-campus clinic environments. In these environments, pre-professional students undertake patient care under the supervision of qualified health professionals. Literature exploring the benefits of the student-led clinical learning environment is limited and little is known about the role student-led clinics play in preparing pre-professional osteopathy students for professional practice. AIM To explore the perceptions of osteopathy clinical educators about the role of the student-led clinic at Victoria University (VU) in preparing pre-professional students for professional practice. METHODS A qualitative collective case study methodology was utilised to explore clinical educator perceptions. Individual interviews were conducted with clinical educators employed in the university osteopathy clinic. Interview questions were framed around the Capabilities for Osteopathic Practice which set the Australian osteopathy practice standards. Data were assessed by two of the authors using thematic analysis. RESULTS Nine clinical educators out of 31 employed at the university clinic (29%) agreed to participate. Qualitative analysis generated three themes: perceptions of the student-led clinic (SLC) as a learning environment; clinical educator perception of their role in the SLC; and, challenges to and of the SLC environment. CONCLUSIONS Clinical educators perceived that the student-led osteopathy clinical learning environment develops pre-professional learners to meet some, but not all, of the capabilities for professional practice as an osteopath in Australia. The environment may be improved through faculty development, fostering a proactive learning approach, addressing system-based issues, and providing opportunities to interact with other health professions.
Collapse
Affiliation(s)
- Conor Abrey
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Niraj De Silva
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Jake Godwin
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Thomas Jacotine
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Daniel Raab
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Kieran Urquhart
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Kelley Mumford
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Patrick McLaughlin
- College of Health & Biomedicine, Victoria University, Melbourne, Australia.
- Institute for Health and Sport, Victoria University, Melbourne, Australia.
| | - Brett Vaughan
- Department of Medical Education, University of Melbourne, Melbourne, Australia
- Faculty of Health, Southern Cross University, Lismore, Australia
| |
Collapse
|
20
|
Ertuğrul B, Arslan GG, Ayik C, Özden D. The effects of an ethics laboratory program on moral sensitivity and professional values in nursing students: A randomized controlled study. NURSE EDUCATION TODAY 2022; 111:105290. [PMID: 35144203 DOI: 10.1016/j.nedt.2022.105290] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 01/14/2022] [Accepted: 01/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Recently, moral sensitivity and professional values have become increasingly important in nursing education and have been tried to be improved. OBJECTIVES To investigate the effects of an ethics laboratory program integrated with the fundamentals of nursing course on the moral sensitivity and professional values of nursing students. DESIGN The present study was designed as a randomized controlled study. The 8-week ethics laboratory program was applied to the students in the intervention group. In the ethics laboratory program, interactive education methods, such as ethical scenarios, case studies, roleplay, group discussions, project papers and watching movies, were applied. Control group received the standard fundamentals of nursing curriculum. PARTICIPANTS The sample size was determined using stratified block randomization method, and 100 nursing students were assigned to intervention (n = 50) and control group (n = 50). RESULTS There was no baseline difference between the groups. The moral sensitivity average of the students in the intervention (82.66 ± 12.57) was lower than the average of the control group (85.64 ± 16.83) after the ethics laboratory program; however, the difference was not statistically significant (p > .05). Similarly, there were no significant differences between the intervention (132.32 ± 16.83) and the control group (131.81 ± 20.55) regarding the average score of professional values. In the responsibility sub-dimension of professional values, there was a statistically significant increase in the intervention group (p < .05). CONCLUSION The findings suggest that the ethics laboratory program for nursing students is effective in promoting responsibility sub-dimension of professional values. However, there was no significant effect on students' moral sensitivity and other dimensions of professional values. Further refinements of interventional research in ethics education and measurement of learning outcomes should be developed.
Collapse
Affiliation(s)
- Büşra Ertuğrul
- Dokuz Eylul University, Institute of Health Sciences, Nursing Faculty, Izmir, Turkey.
| | | | - Cahide Ayik
- Dokuz Eylul University, Institute of Health Sciences, Nursing Faculty, Izmir, Turkey
| | - Dilek Özden
- Dokuz Eylul University, Nursing Faculty, Izmir, Turkey
| |
Collapse
|
21
|
Koskinen S, Leino-Kilpi H, Blöndal K, Brasaitė-Abromė I, Burke E, Fitzgerald S, Fuster P, Kielė V, Löyttyniemi E, Salminen L, Stubner J, Suikkala A. A European evaluation of the patients’ role in clinical education: A six-country cross sectional study. Nurse Educ Pract 2022; 59:103287. [DOI: 10.1016/j.nepr.2022.103287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 11/12/2021] [Accepted: 12/20/2021] [Indexed: 10/19/2022]
|
22
|
Cant R, Ryan C, Hughes L, Luders E, Cooper S. What Helps, What Hinders? Undergraduate Nursing Students' Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature. SAGE Open Nurs 2021; 7:23779608211035845. [PMID: 34782862 PMCID: PMC8590386 DOI: 10.1177/23779608211035845] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 05/21/2021] [Accepted: 07/05/2021] [Indexed: 11/28/2022] Open
Abstract
Introduction Clinical placements are a mandatory component of nursing students’ education
internationally. Despite clinical education being a key to nursing students’
achievement of nursing competencies, few studies have reviewed students’
narratives to describe their experiences of learning during clinical
placement. Such studies may be important in offering a deeper insight into
clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between
2010 and June 2020 was conducted. English language studies that offered a
thematic analysis of undergraduate nursing students’ experiences of learning
during placement were sought. A search was made of five databases PubMed,
Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided
by the ENTREQ statement for enhancing transparency in reporting the
synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic
synthesis showed over 100 themes and subthemes across the studies. A cluster
analysis revealed positive elements and others that were seen in the studies
as a barrier (hindrance) to clinical learning. Positive elements included
supportive instructors, close supervision, and belonging (in the team).
Unsupportive instructors, a lack of supervision and not being included were
seen as a hindrance. Three key overarching themes that could describe a
successful placement were revealed as “Preparation,” “Welcomed and wanted”
and “Supervision experiences”. A conceptual model of clinical placement
elements conducive to nursing students’ learning was developed to enhance
understanding of the complexities associated with supervision. The findings
and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’
clinical placement experiences of learning. This model may provide a
framework to guide professional development programs and strategies to
support students and supervisors alike, an important step forward in moving
beyond the current clinical placement rhetoric.
Collapse
Affiliation(s)
- Robyn Cant
- School of Health, Federation University Australia, Berwick, VIC, Australia
| | - Colleen Ryan
- School of Nursing, Midwifery, and Social Sciences, CQ University, Brisbane, QLD, Australia
| | - Lynda Hughes
- School of Nursing and Midwifery, Griffith University, Nathan QLD, Australia
| | - Elise Luders
- School of Health, Federation University Australia, Gippsland, VIC, Australia
| | - Simon Cooper
- School of Health, Federation University Australia, Berwick, VIC, Australia
| |
Collapse
|
23
|
Ilangakoon C, Ajjawi R, Endacott R, Rees CE. The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review. Nurse Educ Pract 2021; 58:103255. [PMID: 34839064 DOI: 10.1016/j.nepr.2021.103255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 11/03/2021] [Accepted: 11/10/2021] [Indexed: 11/20/2022]
Abstract
AIM This integrative review aims to explore the relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education. BACKGROUND Research in higher education has shown that feedback practices can lead to students' developing evaluative judgement; thought critical for performance improvement and life-long learning. While literature in nursing and midwifery education has not yet employed the term 'evaluative judgement' explicitly, there might be similar concepts and practices that seek to develop students' judgement of performance that sustain learning beyond the immediate task. DESIGN An integrative review of the nursing and midwifery feedback literature. METHODS In February 2020, six online databases (CINAHL, ProQuest, Scopus, ERIC, PsycINFO, Ovid MEDLINE) were systematically searched for literature published between January 1989-February 2020. Synonyms for feedback and evaluative judgement were used to inform our search. This review included a rigorous team-based, five-stage approach: (1) identifying the problem; (2) conducting the search; (3) evaluating the data; (4) analysing the data; and (5) presenting the integrative review. RESULTS A total of 1408 studies were initially retrieved with 543 duplicates. 865 abstracts were screened using eligibility criteria, resulting in the exclusion of 835 studies. Thirty full-text studies were appraised for quality. Eighteen studies with diverse methodologies achieved a medium-high quality score for inclusion in data analysis. Conceptions of feedback and evaluative judgement were identified in all studies; despite none using the term 'evaluative judgement' explicitly. Thematic analysis of the studies resulted in seven themes: conceptions of feedback, purposes of feedback, sources of feedback, modes of feedback, conceptions of evaluative judgement, purposes of evaluative judgement and relationships between feedback and evaluative judgement. CONCLUSIONS While our findings supported contemporary higher education research, the feedback-evaluative judgement relationship is novel in nursing education. We encourage educators to design feedback activities privileging students' active engagement through dialogic feedback, reflection and self-assessment, to develop their evaluative judgement of practice.
Collapse
Affiliation(s)
- Chanika Ilangakoon
- Monash Nursing and Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Victoria, Australia; Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia.
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Victoria, Australia
| | - Ruth Endacott
- Monash Nursing and Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia; School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia
| |
Collapse
|
24
|
O'Connor S, Zhang M, Trout KK, Snibsoer AK. Co-production in nursing and midwifery education: A systematic review of the literature. NURSE EDUCATION TODAY 2021; 102:104900. [PMID: 33905899 DOI: 10.1016/j.nedt.2021.104900] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 03/13/2021] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Co-producing aspects of nursing and midwifery education is increasingly being used in higher education to try to improve student learning and meet standards set by some professional accreditation bodies. This review aims to identify and synthesise evidence on this pedagogical approach. DESIGN Systematic review. DATA SOURCES Searches were conducted in CINAHL, ERIC, MEDLINE, and PubMed. REVIEW METHODS Four bibliographical databases were searched using relevant search terms between 2009 and 2019. Titles, abstracts, and full text papers were screened. Pertinent data were extracted and critical appraisal undertaken. Data were analysed using the framework approach and findings presented in a narrative summary. RESULTS Twenty-three studies were included. Two overarching themes emerged. The first focused on the impact of co-production on nursing and midwifery students, service users, and carers which had five subthemes; 1) acquiring new knowledge and skills, 2) gaining confidence and awareness, 3) building better relationships, 4) feeling vulnerable, and 5) attaining a sense of pride or enjoyment. The second theme centred on factors affecting how co-production was delivered which had three subthemes; 1) human interactional approach, 2) pedagogic quality, and 3) organisational environment. CONCLUSION This review provides a comprehensive update of the literature on co-production in nursing and midwifery education. Tentative evidence exists that participatory approaches could improve learning and positively impact on nursing and midwifery students, service users, and carers. Educators should consider adopting co-production and including students, service users, carers, practice staff, and other relevant stakeholders in this pedagogical process. However, more rigorous research examining how effective co-production is in improving learning over traditional methods is warranted given the additional resources required to deliver it.
Collapse
Affiliation(s)
- Siobhan O'Connor
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.
| | - Mengying Zhang
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.
| | | | - Anne Kristin Snibsoer
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway.
| |
Collapse
|
25
|
Elonen I, Salminen L, Brasaitė-Abromė I, Fuster P, Kukkonen P, Leino-Kilpi H, Löyttyniemi E, Noonan B, Stubner J, Svavarsdóttir MH, Thorsteinsson H, Koskinen S. Medication calculation skills of graduating nursing students within European context. J Clin Nurs 2021; 31:548-558. [PMID: 34101280 DOI: 10.1111/jocn.15908] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 03/29/2021] [Accepted: 05/07/2021] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study is to evaluate the medication calculation skills of graduating nursing students in six European countries and analyse the associated factors. BACKGROUND Medication calculation skills are fundamental to medication safety, which is a substantial part of patient safety. Previous studies have raised concerns about the medication calculation skills of nurses and nursing students. DESIGN As part of a broader research project, this study applies a multinational cross-sectional survey design with three populations: graduating nursing students, nurse managers and patients. METHODS The students performed two calculations (tablet and fluid) testing medication calculation skills requiring different levels of conceptual understanding and arithmetic. The managers and patients answered one question about the students' medication kills. In total, 1,796 students, 538 managers and 1,327 patients participated the study. The data were analysed statistically. The STROBE guideline for cross-sectional studies was applied. RESULTS Almost all (99%) of the students performed the tablet calculation correctly, and the majority (71%) answered the fluid calculation correctly. Older age, a previous degree in health care and satisfaction with their current degree programme was positively associated with correct fluid calculations. The patients evaluated the students' medication skills higher than the nurse managers did and the evaluations were not systematically aligned with the calculation skills tested. CONCLUSIONS Nursing students have the skills to perform simple medication calculations, but a significant number of students have difficulties with calculations involving multiple operations and a higher level of conceptual understanding. Due to the variation in students' medication calculation skills and the unalignment between the managers' and patients' evaluations and the calculation tests, further research is needed. RELEVANCE TO CLINICAL PRACTICE Graduating nursing students enter clinical field as qualified professionals, but there is still room for improvement in their medication calculation skills. This calls for attention in the fields of clinical nursing, education and research.
Collapse
Affiliation(s)
- Imane Elonen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Leena Salminen
- Department of Nursing Science and Nurse Director, University of Turku, Turku University Hospital, Turku, Finland
| | | | - Pilar Fuster
- Nursing Department, Universitat Internacional de Catalunya, Sant Cugat del Valles, Spain
| | - Pia Kukkonen
- Department of Nursing Science, University of Turku, Finland, Turku University Hospital, Turku, Finland
| | - Helena Leino-Kilpi
- FAAN, FEANS, University of Turku and Nurse Director, Turku University Hospital, Turku, Finland
| | | | - Brendan Noonan
- University College Cork, School of Nursing and Midwifery, Cork, Ireland
| | - Juliane Stubner
- Martin Luther University Halle-Wittenberg, Institute of Health and Nursing Science, Halle, Germany
| | | | - Hrund Thorsteinsson
- Faculty of Nursing, Department of Development and Education, University of Iceland, Landspitali University Hospital, Reykjavik, Iceland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| |
Collapse
|
26
|
Suikkala A, Timonen L, Leino-Kilpi H, Katajisto J, Strandell-Laine C. Healthcare student-patient relationship and the quality of the clinical learning environment - a cross-sectional study. BMC MEDICAL EDUCATION 2021; 21:230. [PMID: 33888103 PMCID: PMC8061060 DOI: 10.1186/s12909-021-02676-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Relationships with patients are seen as the core component of establishing the quality of patient-centred care and promoting patients' autonomy and relevant use of services. A clinical learning environment that emphasizes relationship-based healthcare is essential for encouraging future healthcare professionals to work in partnership with patients. There is also broad agreement that the insight of patients should be used actively in healthcare students' clinical learning. The aim of this study was to describe healthcare students' perceptions of their relationship with patients and the quality of the clinical learning environment and to identify factors associated with both of these. METHODS A cross-sectional survey using an electronic questionnaire was applied to collect data from 1644 Finnish healthcare students, mostly nursing students, between January 2018 and May 2018. The data were analysed statistically using descriptive statistics, Spearman's correlation coefficients, and multifactor analysis of variance. RESULTS Students perceived the level of the student-patient relationship and the role of the teacher as good while pedagogical atmosphere, premises of care, premises of learning, and supervisory relationship were perceived to be at very good level. The correlations between the student-patient relationship and all clinical learning environment dimensions were perceived as moderate. Furthermore, a number of student-related factors associated with the student-patient relationship and the quality of the clinical learning environment were detected. CONCLUSIONS In this study, the rarely explored perspective of the student-patient relationship within the context of the clinical learning environment was included. The student-patient relationship and the quality of the clinical learning environment were perceived as good by the students, with a number of determining factors affecting these perceptions. Giving the student-patient relationship a role in clinical education may be conducive to students' learning with the patient in focus, and may thus promote the competence needed in the rapidly evolving healthcare environment and the changing scope of clinical practice.
Collapse
Affiliation(s)
- Arja Suikkala
- Diaconia University of Applied Sciences, Kyläsaarenkuja 2, FI- 00580, Helsinki, Finland.
- Department of Nursing Science, University of Turku, Turku, Finland.
| | | | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | | |
Collapse
|
27
|
Hardie P, Darley A, Redmond C, Lafferty A, Jarvis S. Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol. HRB Open Res 2021; 4:9. [PMID: 33665546 PMCID: PMC7903201 DOI: 10.12688/hrbopenres.13201.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2021] [Indexed: 11/20/2022] Open
Abstract
The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O' Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
Collapse
Affiliation(s)
- Philip Hardie
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Andrew Darley
- UCD School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
| | - Catherine Redmond
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Attracta Lafferty
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Suzi Jarvis
- UCD Innovation Academy, University College Dublin, Belfield, Dublin 4, Ireland
| |
Collapse
|
28
|
Kupcewicz E, Grochans E, Kadučáková H, Mikla M, Bentkowska A, Kupcewicz A, Andruszkiewicz A, Jóźwik M. Personalized Healthcare: The Importance of Patients' Rights in Clinical Practice from the Perspective of Nursing Students in Poland, Spain and Slovakia-A Cross-Sectional Study. J Pers Med 2021; 11:jpm11030191. [PMID: 33799524 PMCID: PMC7999689 DOI: 10.3390/jpm11030191] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2021] [Revised: 02/24/2021] [Accepted: 03/09/2021] [Indexed: 11/26/2022] Open
Abstract
Background: This study aimed to define the role and importance of patients’ rights in personalized healthcare from the perspective of nursing students in Poland, Spain and Slovakia. Methods: The research was carried out by means of a diagnostic survey, using the survey technique, with the participation of 1002 nursing students attending a full-time undergraduate study program at three European countries. The “Patients’ rights” questionnaire was used as a research tool. The average age of students was 21.6 years (±3.4). The empirical material collected was subjected to a statistical analysis. Results: The study demonstrated that 72.1% of nursing students from Spain, 51.2% from Poland and 38.5% from Slovakia believe that patients’ rights are respected at a good level in their country. Significant intergroup differences (F = 67.43; p < 0.0001) were observed in the self-assessment of students’ knowledge of patients’ rights. The highest average values were obtained by students from Spain (3.54 ± 0.92), while 35.9% of students from Slovakia and 25.5% from Poland were quite critical and pointed to their low level of knowledge of patients’ rights in their self-assessment. When ranking patients’ rights related to respecting dignity, students from Spain obtained much higher average values (4.37 ± 0.92) than students from the other two countries. Conclusions: The level of students’ knowledge of patients’ rights and the respect for patients’ rights by medical personnel is, in the opinion of the respondents, quite diverse and requires in-depth educational activities among nursing students at the university level in respective countries.
Collapse
Affiliation(s)
- Ewa Kupcewicz
- Department of Nursing, Collegium Medicum, University of Warmia and Mazury in Olsztyn, 14 C Zolnierska Street, 10-719 Olsztyn, Poland
- Correspondence: ; Tel.: +48-696-076-764
| | - Elżbieta Grochans
- Department of Nursing, Pomeranian Medical University in Szczecin, 48 Zolnierska Street, 71-210 Szczecin, Poland;
| | - Helena Kadučáková
- Department of Nursing, Faculty of Health, Catholic University in Ruzomberok, 48 A. Hlinku Street, 034-01 Ruzomberok, Slovakia;
| | - Marzena Mikla
- Department of Nursing, Campus de Espinardo, University of Murcia, Edificio 23, 30100 Murcia, Spain;
- Murcian Institute of Biosanitary Research (IMIB), 30120 Murcia, Spain
| | - Aleksandra Bentkowska
- Oncological and General Surgery Clinic, University Clinical Hospital in Olsztyn, 30 Warszawska Street, 10-900 Olsztyn, Poland;
| | - Adam Kupcewicz
- Faculty of Law and Administration, University of Warmia and Mazury in Olsztyn, 2 Oczapowskiego Street, 10-719 Olsztyn, Poland;
| | - Anna Andruszkiewicz
- Department of Basic Clinical Skills and Postgraduate Education for Nurses and Midwifes, Nicolaus Copernicus University in Toruń, Łukasiewicza 1 Street, 85-821 Bydgoszcz, Poland;
| | - Marcin Jóźwik
- Department of Gynecology and Obstetrics, Faculty of Medicine, Collegium Medicum, University of Warmia and Mazury in Olsztyn, 44 Niepodleglosci Street, 10-045 Olsztyn, Poland;
| |
Collapse
|
29
|
Hardie P, Darley A, Redmond C, Lafferty A, Jarvis S. Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol. HRB Open Res 2021; 4:9. [PMID: 33665546 PMCID: PMC7903201 DOI: 10.12688/hrbopenres.13201.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2021] [Indexed: 11/19/2023] Open
Abstract
The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O' Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
Collapse
Affiliation(s)
- Philip Hardie
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Andrew Darley
- UCD School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
| | - Catherine Redmond
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Attracta Lafferty
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
| | - Suzi Jarvis
- UCD Innovation Academy, University College Dublin, Belfield, Dublin 4, Ireland
| |
Collapse
|
30
|
Suikkala A, Koskinen S, Katajisto J, Leino-Kilpi H. Congruence between nursing students' and patients' views of student-patient relationships. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:79-115. [PMID: 32436071 PMCID: PMC7900057 DOI: 10.1007/s10459-020-09972-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2019] [Accepted: 04/27/2020] [Indexed: 06/11/2023]
Abstract
The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student-patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students' and patients' views of their relationship during students' clinical placement. The study compared data from cross-sectional matched cohort pairs of nursing students (n = 187) and patients (n = 187) in Finland. The data were collected between March 2015 and May 2016 using corresponding questionnaires and procedures in both cases. Both students' and patients' views were moderately or weakly congruent in terms of facilitative relationship, characterised as a mutually enriching relationship for both students and patients through dialogue. Patients, however, tended to see the relationship significantly more often as mechanistic, focusing on students learning practical skills, compared to students who saw the relationship more often as facilitative. Patients' age and the reasons for care were the only background variables that predicted the congruence between students' and patients' views of their relationships. These findings suggest ways in which student-patient relationships can be made more meaningful in supporting learning in clinical education.
Collapse
Affiliation(s)
- Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland.
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
| |
Collapse
|
31
|
Ulloa Sabogal IM, Valbuena Durán LD, Camargo Figuera FA. Calidad del cuidado brindado por estudiantes de enfermería: experiencia y satisfacción del usuario. REVISTA CUIDARTE 2021. [DOI: 10.15649/cuidarte.1130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introducción: El estudiante de enfermería, es un recurso importante en la evaluación del cuidado y la satisfacción percibida por los usuarios en las instituciones de salud en las que desarrollan sus prácticas formativas. Objetivo: Determinar la experiencia y satisfacción de la atención brindada por el estudiante de enfermería de la Universidad Industrial de Santander, desde la percepción de los usuarios hospitalizados en una institución pública prestadora de servicios de salud. Materiales y Métodos: Estudio descriptivo, transversal, cuantitativo, con una muestra de 217 usuarios hospitalizados en una institución de salud, a quienes se les aplicó el Cuestionario de Calidad del Cuidado de Enfermería-CUCACE, versión en castellano. Se realizó un análisis descriptivo de la muestra y de los ítems del instrumento en las dimensiones satisfacción y experiencias con el cuidado, adicionalmente se evaluó la correlación entre los puntajes de las dimensiones. Resultados: La percepción de los usuarios en relación con la atención recibida por los estudiantes fue positiva en un 99.1%, con una puntuación de 92.3 en la dimensión de satisfacción y de 88.4 en la dimensión de experiencias con el cuidado. El 66.2% de los usuarios describió que la atención no requiere ser mejorada. Conclusiones: Los usuarios refieren una percepción positiva en las dimensiones de experiencias y satisfacción del cuidado brindado por los estudiantes de enfermería, al percibir un cuidado individualizado, orientado y supervisado, basado en habilidades en educación, comunicación, humanización y conocimiento; lo que puede servir como un indicador de calidad de la atención al interior de las instituciones de salud y de los programas de enfermería.
Collapse
|
32
|
Balasa R, Chartrand J, Moreau K, Tousignant K, Eady K. Patients' and parents' perspectives of and experiences with assessing nursing students' paediatric clinical practice. J Clin Nurs 2020; 30:217-228. [PMID: 33112468 DOI: 10.1111/jocn.15544] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/09/2020] [Accepted: 10/14/2020] [Indexed: 11/28/2022]
Abstract
PURPOSE To explore patients' and parents' involvement in the formative assessment of undergraduate nursing students' paediatric clinical practice. METHODS We conducted semi-structured interviews with paediatric patients between 14 to 18 years old and parents who received care from a nursing student while admitted to a paediatric tertiary care hospital in Canada. We analysed the data using qualitative content analysis as well as Lincoln and Guba's criteria for establishing trustworthiness. The Consolidated criteria for reporting qualitative studies (COREQ) checklist was completed for the quality appraisal of this article. FINDINGS Three categories emerged from the data: 1) how patients and parents are currently involved in the formative assessment of nursing students' paediatric clinical practice; 2) how patients and parents would prefer to be involved in the formative assessment of nursing students' paediatric clinical practice; and 3) the potential benefits and challenges of involving patients and parents in the formative assessment of nursing students' paediatric clinical practice. CONCLUSION This study provided an understanding of patients' and parents' past encounters with nursing students and the elements of care that they have assessed as well as those that they would prefer to assess and provide feedback on, while considering the potential benefits and challenges of their involvement. The findings of this study will assist clinical instructors in determining how and when to involve patients and parents in the assessment of nursing students. Academic institutions offering nursing programmes should consider the study findings when improving or changing formative assessment strategies.
Collapse
Affiliation(s)
- Rebecca Balasa
- School of Nursing, University of Ottawa, Ottawa, Ontario, Canada.,Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - Julie Chartrand
- School of Nursing, University of Ottawa, Ottawa, Ontario, Canada.,Affiliate Investigator, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - Katherine Moreau
- Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
| | | | - Kaylee Eady
- Centre for Research on Educational and Community Services, Faculty of Social Sciences and Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
| |
Collapse
|
33
|
Suikkala A, Leino-Kilpi H, Katajisto J. Nursing student-patient relationship - a 10-year comparison study in Finland. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2019-0125/ijnes-2019-0125.xml. [PMID: 33151176 DOI: 10.1515/ijnes-2019-0125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Accepted: 10/13/2020] [Indexed: 12/11/2022]
Abstract
Objective This study aimed to describe and compare the group-level findings from 2005-2006 and 2015-2016 regarding students' and patients' views of the nursing student-patient relationship and associated factors. Methods The data were in both cases collected using Student-Patient Relationship Scales. The data were analysed statistically. Results In both student cohorts, authoritative and facilitative student-patient relationships were reported by the students more frequently than mechanistic relationships. Authoritative relationships were most common in both patient cohorts, whereas facilitative relationships had become more frequent than mechanistic relationships. A positive change of views in the student and patient cohorts was found in factors associated with the relationship. Conclusion In order to strengthen a clinical learning culture that reflects a facilitative student-patient relationship, further research is needed on the processes and outcomes of that relationship.
Collapse
Affiliation(s)
- Arja Suikkala
- University of Turku, Department of Nursing Science, University of Turku, Turku, Finland and Diaconia University of Applied Sciences, Helsinki, Finland
| | - Helena Leino-Kilpi
- University of Turku, Department of Nursing Science, University of Turku, Turku, Finland, andTurku University Hospital, Turku, Finland
| | - Jouko Katajisto
- University of Turku, Department of Mathematics and Statistics, Turku, Finland
| |
Collapse
|
34
|
Koskinen S, Pajakoski E, Fuster P, Ingadottir B, Löyttyniemi E, Numminen O, Salminen L, Scott PA, Stubner J, Truš M, Leino-Kilpi H. Analysis of graduating nursing students' moral courage in six European countries. Nurs Ethics 2020; 28:481-497. [PMID: 33118442 PMCID: PMC8182296 DOI: 10.1177/0969733020956374] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Background: Moral courage is defined as courage to act according to one’s own ethical
values and principles even at the risk of negative consequences for the
individual. In a complex nursing practice, ethical considerations are
integral. Moral courage is needed throughout nurses’ career. Aim: To analyse graduating nursing students’ moral courage and the factors
associated with it in six European countries. Research design: A cross-sectional design, using a structured questionnaire, as part of a
larger international ProCompNurse study. In the questionnaire, moral courage
was assessed with a single question (visual analogue scale 0–100), the
questionnaire also covered several background variables. Participants and research context: The sample comprised graduating nursing students (n = 1796) from all
participating countries. To get a comprehensive view about graduating
nursing students’ moral courage, the views of nurse managers (n = 538) and
patients (n = 1327) from the same units in which the graduating nursing
students practised were also explored, with parallel questionnaires. Ethical considerations: Ethical approvals and research permissions were obtained according to
national standards in every country and all participants gave their informed
consent. Results: The mean of graduating nursing students’ self-assessed moral courage was 77.8
(standard deviation 17.0; on a 0–100 scale), with statistically significant
differences between countries. Higher moral courage was associated with many
factors, especially the level of professional competence. The managers
assessed the graduating nursing students’ moral courage lower (66.5;
standard deviation 18.4) and the patients slightly higher (80.6; standard
deviation 19.4) than the graduating nursing students themselves. Discussion and conclusions: In all countries, the graduating nursing students’ moral courage was assessed
as rather high, with differences between countries and populations. These
differences and associations between moral courage and ethics education
require further research.
Collapse
Affiliation(s)
| | | | - Pilar Fuster
- 88179International University of Catalonia, Spain
| | - Brynja Ingadottir
- 63541University of Iceland and Landspitali University Hospital, Iceland
| | | | | | | | | | | | | | | | | |
Collapse
|
35
|
Suikkala A, Leino-Kilpi H, Katajisto J, Koskinen S. Nursing student-patient relationship and related factors-A self-assessment by nursing students. J Clin Nurs 2020; 29:4030-4044. [PMID: 32696592 DOI: 10.1111/jocn.15426] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Revised: 06/13/2020] [Accepted: 07/10/2020] [Indexed: 12/01/2022]
Abstract
AIMS AND OBJECTIVES To describe the nursing student-patient relationship in terms of three types of relationships-mechanistic, authoritative and facilitative-and analyse the factors related to the type of relationship. BACKGROUND As future professionals, nursing students have a central role in facilitating patient autonomy while working in partnership with patients. Supporting student-patient relationship throughout the nursing education may result in positive outcomes for both students and patients. DESIGN A cross-sectional study. METHODS The data were collected from a convenience sample of Finnish nursing students using a structured web survey. Statistical data analysis was performed using chi-square test, two-sample t test, one-way analysis of variance and multinomial logistic regression. The STROBE Statement - Checklist for cross-sectional studies was used (Appendix S1). RESULTS Students most often assessed their relationship with the patients as facilitative, followed by authoritative and mechanistic relationships. The results revealed three predictors for facilitative relationship: students' older age, long enough contact time with the patient and higher competence in ensuring quality. In authoritative and facilitative relationships, students had significantly more positive perceptions of the contextual factors and consequences of the relationship and higher ratings of self-assessed competence levels than students in a mechanistic relationship. CONCLUSIONS It seems that the facilitative student-patient relationship is connected to the professional competence of nursing students, especially in the area of ensuring the quality of patient care. Therefore, sustaining clinical learning environments and pedagogical approaches that value and support facilitative relationships in students' clinical learning should be enhanced. RELEVANCE TO CLINICAL PRACTICE Efforts aimed at contributing to facilitative student-patient relationships have a crucial role in shaping students' competency and in promoting high-quality patient care. Thus, supervision of students organised around establishing mutual student-patient relationships with the preceptors acting as facilitators will benefit both students and patients.
Collapse
Affiliation(s)
- Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| |
Collapse
|
36
|
Debyser B, Van Hecke A, Duprez V, Malfait S, Beeckman D, Verhaeghe S. The evaluation of nursing students by patients instrument (ENSPA): Development and validation. NURSE EDUCATION TODAY 2020; 89:104391. [PMID: 32200134 DOI: 10.1016/j.nedt.2020.104391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2019] [Revised: 12/16/2019] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Patient participation is increasingly used in different aspects of healthcare due to its positive outcomes. Still, instruments for involving patients in the evaluation of nursing students during their internship are scarce. OBJECTIVES To develop and validate an instrument that enables patients to evaluate nursing students during their internship. DESIGN AND METHODS A 3-phased validation process was conducted: (1) development of an instrument through literature and patient interviews; (2) content and response process validation by use of cognitive interviews and pilot-testing; (3) testing construct validity and reliability of the instrument which was completed by 244 hospitalized patients. SETTINGS AND PARTICIPANTS Patients from a variety of wards in a general hospital were recruited for the different phases. In phase 1, 17 interviews and 47 thought shower sessions with patients were performed. In phase 2, 9 cognitive interviews and pilot testing by 4 patients evaluating actual nursing students were used to refine the instrument. In phase 3, 380 patients were eligible to participate. Of these patients, 317 completed the instrument. A sample of 244 completed instruments was useful to perform the psychometric analyses. To assess the test-retest reliability, 50 patients completed the instrument twice with a 4 hour time interval. RESULTS The 19-item Evaluation of Nursing Students by Patients instrument (ENSPa) is designed. The ENSPa-instrument comprises 7 items that assess whether the patient can place trust in the student, 5 items evaluating person-oriented skills, 4 items appraising caring and 3 items to grade the integrity and honesty of the nursing students. Each item is scored both for importance and rating. The instrument shows high reliability and consistency ratings. CONCLUSIONS The ENSPa-instrument is a valuable instrument for collecting data on the performance and skills of nursing students during their internship from the patient's perspective. By receiving structured feedback from patients, important learning opportunities are created for nursing students.
Collapse
Affiliation(s)
- Bart Debyser
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; VIVES University of Applied Sciences, Doorniksesteenweg 145, 8500 Kortrijk, Belgium; Psychiatric Hospital, Pittem, Centre for Psychiatry & Psychotherapy Clinic St-Joseph, Boterstraat 6, 8740 Pittem, Belgium.
| | - Ann Van Hecke
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; Nursing Department, Ghent University Hospital, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Veerle Duprez
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Simon Malfait
- Strategic Unit, Ghent University Hospital, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Dimitri Beeckman
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; Skin Integrity Research Group (SKINT), University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; School of Health Sciences, Örebro University, Sweden; School of Nursing and Midwifery, Royal College of Surgeons in Ireland, Ireland.
| | - Sofie Verhaeghe
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; VIVES University of Applied Sciences, Doorniksesteenweg 145, 8500 Kortrijk, Belgium.
| |
Collapse
|
37
|
Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2019-0050/ijnes-2019-0050.xml. [DOI: 10.1515/ijnes-2019-0050] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Accepted: 11/12/2019] [Indexed: 11/15/2022]
Abstract
AbstractDuring nursing education, nursing students are required to develop their competence to be able to fulfill their duties safely as Registered Nurses. The aims of this study were to explore 1) nursing students’ self-assessed competence levels during education 2) the relationship with competence and frequency at which competencies are utilized in clinical practice, and 3) factors related to competence levels. 841 (response rate 67.6 %) nursing students responded to the Nurse Competence Scale in a cross-sectional study. The self-assessed overall competence levels were improving during the education continuum (VAS-means 1st 56.6; 2nd 58.3; 3rd 59.8 and 3.5th -year students 68.4). Every group revealed a significant positive correlation with competence and frequency at which competencies are utilized in clinical practice in clinical placement. Risk factors for low competence were also identified. Systematic multimethod competence evaluations with longitudinal designs are needed to monitor outcomes of nursing education.
Collapse
|
38
|
Sinha T. Active roles for patients in health education. CLINICAL TEACHER 2019. [DOI: 10.1111/tct.13097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Tanya Sinha
- Resident Support UnitWestmead Hospital Westmead New South Wales Australia
| |
Collapse
|
39
|
Porter J, Kellow N, Anderson A, Bryce A, Dart J, Palermo C, Volders E, Gibson S. Patient Involvement in Education of Nutrition and Dietetics Students: A Systematic Review. Nutrients 2019; 11:nu11112798. [PMID: 31744084 PMCID: PMC6893439 DOI: 10.3390/nu11112798] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 11/08/2019] [Accepted: 11/13/2019] [Indexed: 11/16/2022] Open
Abstract
A client-centred approach sits at the core of modern healthcare. Exploration of the patients’ role within the education of nutrition and dietetic students has not previously been undertaken. This review aimed to synthesise the learning outcomes that result from involvement of patients in nutrition and dietetic student education, and to consider whether these interactions promote patient-centred care. Five electronic databases were searched, supported by hand-searching of references of included studies. Screening of title/abstract and then full text papers was undertaken; key characteristics and outcomes were extracted and synthesised narratively. The likely impact of interventions was evaluated using Kirkpatrick’s Hierarchy; study quality was assessed using the Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist. Of 7436 studies identified through database searching, and one additional study located through hand searching of reference lists, the final library consisted of 13 studies. All studies reported benefits for student learning from patient involvement, while one paper identified patient benefits from student interventions. Patients as recipients of care mostly contributed in a passive role in student education activities. Quality assessment identified methodological limitations in most studies. Patient involvement in the education of dietitians supports skill development and therefore progression to professional practice. Although nutrition and dietetics education has a focus on client-centred care, the translation of these concepts into an interactive student educational experience has been investigated to a limited extent. Collaboration with patients in student education is an area for further development.
Collapse
Affiliation(s)
- Judi Porter
- Allied Health Clinical Research Office, Eastern Health, Box Hill, Victoria 3128 Australia
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
- Correspondence:
| | - Nicole Kellow
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Amanda Anderson
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Andrea Bryce
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Janeane Dart
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Claire Palermo
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Evelyn Volders
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Simone Gibson
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| |
Collapse
|
40
|
Immonen K, Oikarainen A, Tomietto M, Kääriäinen M, Tuomikoski AM, Kaučič BM, Filej B, Riklikiene O, Flores Vizcaya-Moreno M, Perez-Cañaveras RM, De Raeve P, Mikkonen K. Assessment of nursing students' competence in clinical practice: A systematic review of reviews. Int J Nurs Stud 2019; 100:103414. [PMID: 31655385 DOI: 10.1016/j.ijnurstu.2019.103414] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 06/30/2019] [Accepted: 08/28/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND The assessment of nursing students' nursing competence is a matter of concern worldwide and the complexity of assessing students' clinical competence has challenged educators for decades. It has been recognized that there is inconsistency among assessment methods and tools between countries and institutions. OBJECTIVE To identify the current best evidence on the assessment of nursing students' competence in clinical practice. DESIGN Systematic review of reviews. DATA SOURCES The electronic databases CINAHL, PubMed, Eric, Medic and the JBI Database of Systematic Reviews and Implementation Reports were searched in autumn 2018. REVIEW METHODS Two researchers independently assessed the eligibility of the studies by title, abstract and full-text, and then assessed the methodological quality of the included studies. Analysis of study findings was conducted using the thematic synthesis approach. RESULTS Six reviews were included following critical appraisal. Assessment tools used to assess students' nursing competence commonly focus on the domains of professional attributes, ethical practices, communication and interpersonal relationships, nursing processes, critical thinking and reason. Clinical learning environments and mentoring provide important support structures and guide the learning of students. The availability of assessment tools and criteria along with providing individualized feedback and time for reflection strengthen the objectivity and reliability of assessment. CONCLUSIONS There continues to be a need to develop consistent and systematic approaches in assessment, and to use reliable and valid instruments in assessment. Mentors find assessment of students' competence to be particularly challenging and emphasize the importance of clear assessment criteria, support from nurse educators and further education on assessment. Further development in feedback practices and providing students with opportunities for reflection are important in supporting the continuous learning process of students.
Collapse
Affiliation(s)
- Kati Immonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Ashlee Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | | | | | - Olga Riklikiene
- Faculty of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | | | | | | | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| |
Collapse
|
41
|
Zhang F, Zhao L, Zeng Y, Xu K, Wen X. A comparison of inquiry-oriented teaching and lecture-based approach in nursing ethics education. NURSE EDUCATION TODAY 2019; 79:86-91. [PMID: 31108384 DOI: 10.1016/j.nedt.2019.05.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2018] [Revised: 03/31/2019] [Accepted: 05/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS Two nursing schools participated in the study in mainland China. PARTICIPANTS A total of 97 undergraduate nursing students participated in the study. METHODS The study adopted a quasi-experimental design. RESULTS The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.
Collapse
Affiliation(s)
- Fengying Zhang
- West China School of Nursing, Sichuan University, 37#, Guoxuexiang, Wuhou District, Chengdu 610041, China; Department of Gerontological Home Care and Long-Term Care Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan.
| | - Li Zhao
- West China School of Public Health, Sichuan University, 17#, Section 3, South Remin Road, Chengdu, Sichuan 610041, China
| | - Yanli Zeng
- School of Nursing, Chengdu University of Traditional Chinese Medicine, 1166# Liutai Avenue, Wenjiang District, Chengdu, Sichuan 611137, China
| | - Kai Xu
- School of Business, Chengdu University, 2025#, Chenglue Avenue, Longquanyi District, Chengdu 610106, China
| | - Xin Wen
- Kunming Medical University, 1168#, Chunrong west road, Kunming, Yunnan 650500, China
| |
Collapse
|
42
|
Vaartio-Rajalin H, Fagerström L. Professional care at home: Patient-centredness, interprofessionality and effectivity? A scoping review. HEALTH & SOCIAL CARE IN THE COMMUNITY 2019; 27:e270-e288. [PMID: 30843316 DOI: 10.1111/hsc.12731] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2018] [Revised: 01/07/2019] [Accepted: 02/09/2019] [Indexed: 06/09/2023]
Abstract
The aim of this scoping review was to describe the state of knowledge on professional care at home with regard to different perspectives on patient-centredness, content of care, interprofessional collaboration, competence framework and effectivity. A scoping review, n = 35 papers, from four databases (EBSCO, CINAHL, Medline, Swemed) were reviewed between May and August 2018 using the terms: hospital-at-home, hospital-in-the-home, advanced home healthcare, hospital-based home care or patient-centered medical home. Criteria for inclusion in this review included full text papers, published between 2001 and 2018, in English, Swedish or Finnish. A descriptive content analysis was conducted. Patient-centredness appears to be one aim of professional care at home, but clarity is lacking regarding patient recruitment and the planning and evaluation of care. Content depends, to a certain degree, on the type of care at home and how it is organised: the more non-acute care needs, the more nurse-coordinated care and family involvement and the less interprofessionality. The competence framework presupposed for care at home was extensive yet not explicit, varying from maturity, clinical experience, collaboration skills, ongoing clinical assessment education to Master's studies or degree. The effectivity of care at home services was discussed in terms of experiential, clinical and economic aspects. Patients and their family caregivers were satisfied with care at home, but there was no consensus on clinical or economic outcomes compared with inpatient care. In the context of professional care at home, there is still a lot to do regarding patient-centredness, patient recruitment, patient and care staff education, the organisation of interprofessional collaboration and the analysis of effectivity.
Collapse
Affiliation(s)
- Heli Vaartio-Rajalin
- Department of Caring Science, Åbo Akademi University, Vasa, Finland
- Nursing Program, Novia University of Applied Sciences, Åbo, Finland
| | - Lisbeth Fagerström
- Department of Caring Science, Åbo Akademi University, Vasa, Finland
- University of South-Eastern Norway, Kongsberg, Norway
| |
Collapse
|