‘Stepping in’ or ‘stepping back’: How nursing students begin to learn about person-centred care and service user perspectives during their first practice learning experience (original) (raw)
Related papers
MedEdPublish, 2020
This article was migrated. The article was marked as recommended. Background: Developing patient-centred skills in health professional students relies on their learning experiences at the university and on clinical placements. It is not known what students perceive about their teaching on patient-centredness and their views to develop the curriculum in this aspect. Methods: Multiple focus groups were conducted with students who had experienced a minimum of two clinical placements from Medicine, Physiotherapy, Nursing and Speech and language therapy programs. Thematic analysis was conducted independently by two researchers and then themes were compared and integrated. Findings: Five focus groups with 26 participants with a mean age of 23.8 years contributed to 286 minutes of recorded data. The key findings were that their curriculum focussing on patient-centred skills used artificial methods and teaching focussed largely on biomedical aspects, but, shared modules and specialist train...
Journal of Nursing Education and Practice, 2013
Background: Different types of clinical education wards with the aim of facilitating transition from student to professional have been established giving students more autonomy and responsibility. Studies report positive effects but deeper understanding concerning how clinical education wards can contribute to learning for students nearing graduation is needed. Aim: To explore final year nursing students' experiences of learning when they are supported to take care of patients independently. Methods: The context for this study was a clinical education ward for nursing students at a university hospital in Sweden. Individual and group interviews with 18 students of 29 eligible students were conducted after their clinical practice. The data was analyzed using qualitative content analysis with a focus on students' experiences of their encounters with patients, supervisors, students and other professionals. Results: The two main themes appeared as important aspects influencing final year students' learning, uncertainty as a threshold and experiencing engagement. Sub-themes characterizing uncertainty as a threshold were self-centeredness and ambivalence describing the patient from the perspective of performing nursing tasks. Sub-themes characterizing experiencing engagement were creating mutual relationship and professional development. Caring for patients with extensive need for nursing care helped the students to become patient-centered and overcome the threshold, experience engagement and authenticity in learning the profession. Conclusions: A clinical education ward may enhance the students' experience of both external and internal authenticity enabling meaningful learning and professional development. It is important to acknowledge final year nursing students' need for both challenges and support in the stressful transition from student to professional. Therefore, an explicit pedagogical framework based on patient-centered care and encouraging students to take responsibility should be used to help the students to overcome self-centeredness and to focus on the patients' needs and nursing care.
Journal of Nursing Education, 2014
Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, refl ection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches off er experiential teachinglearning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. [
Patient Education and Counseling, 2021
Inclusion of person-centred care in medical and nursing undergraduate curricula in the UK: Interviews and documentary analysis Heather L. Moore (Data curation) (Formal analysis) (Investigation) (Methodology) (Project administration) (Writing-original draft) (Writing-review and editing), Allison Farnworth (Data curation) (Formal analysis) (Investigation) (Methodology) (Project administration) (Writing-original draft) (Writing-review and editing), Rose Watson (Data curation) (Formal analysis) (Investigation) (Methodology) (Project administration) (Writingoriginal draft) (Writing-review and editing), Karen Giles (Conceptualization) (Investigation) (Methodology) (Writing-review and editing), David Tomson (Conceptualization) (Funding acquisition) (Methodology) (Supervision) (Writing-original draft) (Writing-review and editing), Richard G. Thomson (Conceptualization) (Funding acquisition) (Methodology) (Supervision) (Writing-original draft) (Writing-review and editing)
Teaching and learning care – Exploring nursing students’ clinical practice
Nurse Education Today, 2010
s u m m a r y Care has always been a key element of nursing. This paper presents findings from research on the following issue: What opportunities and limitations do nursing students encounter when learning nursing care? The study has a qualitative design with field methodology and the study of documents. Six nursing students have been closely monitored during their clinical studies in hospitals, nursing homes and homebased nursing. The study shows that nursing students are likely to possess the potential to provide care for sick and unknown people. The motivation for their commitment to patients may contain an egoistical orientation and runs contrary to former ideals of the nurse's self-sacrificing altruism. Moreover the study shows that there is a potential in the clinical field and in the university college to reflective considerations on experience of care. While clinical practice often has focus on practical problem-solving and procedures, the college tends to focus on abstract theory. Both of these promote the privatisation and neglect of the students' experience of care. The paper concludes with a call for teaching and learning strategies targeting the use of nursing students' personal experience of care.
Nurse Education in Practice, 2013
The behaviours of nurses in the community of practice that new graduates and students participate directly contribute to learning. These behaviours are becoming more important with increasing numbers of students and graduates learning in health care contexts. Nurses, whether they assume the role of preceptor, buddy or mentor are pivotal in identifying appropriate learning opportunities for students and graduates, and assimilating these learners into the team. As nurses at the bedside have a designated caseload they need to be supported to perform this important role while delivering health care. The literature reports a number of constraints for nurses when facilitating the learning of others, namely, inadequate preparation about how to foster learning in this context, poor planning at the ward level, lack of reward or recognition for the role, lack of understanding about the specific learning needs of students and new graduates. This discussion paper provides direction for leadership and management teams to effectively support nurses who assume the role of preceptor, buddy or mentor to assist others' learning in the workplace. The recommendations suggest management teams provide for adequate preparation of nurses, effective planning of workload and organisation of work in the clinical area, and mechanisms for timely and specific feedback to maintain nurses interest and motivation in performing the role. Furthermore, senior leadership personnel need to establish a culture where the value of teaching and learning in practice is recognised and fostered by the entire team.
Background: A Developing and Learning Care Unit (DLCU) is a model used in the clinical practice of student nurses that aims at bridging the gap between theory and praxis, by supporting nursing students' learning through supervision in pairs. The aim of this study is to describe how patients experience being cared for by pairs of student nurses. Methods: The study is based on a reflective lifeworld research (RLR) approach founded on phenomenological traditions. Data was collected in lifeworld interviews of 17 patients cared for by pairs of student nurses. The data was explored and analysed for meaning. Results: To be cared for by student nurses, supervised in pairs entails being involved in the students' learning and being met with responsibility and a willingness to care and learn. This means being made the centre of attention, being seen, taken seriously and being listened to as a valuable human being. The students' care is shown to be more flexible and has a more open approach, in comparison to that of the ordinary staff, and they 'do something extraordinary' and give of their time. Conclusions: Pairs of students, who are supervised within a learning model that support students' learning through reflection, can contribute to patient experiences of being given good care.
Nursing students' perception of patient‐centred care: A qualitative study
Nursing Open
Patient-centred care has different aspects such as respecting patient's values and priorities, helping patients and providing emotional support, patient comfort, patient education, continuity and coherence of healthcare services, respecting patients, their family members and friends and participating them in the treatment process and ultimately having easy access to health care (Boer, Delnoij,