Self-centeredness or patient-centeredness–final year nursing students’ experiences of learning at a clinical education ward (original) (raw)
Related papers
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,
Canadian Journal of Nursing Research
For the past 18 months I have been a member of the Nova Scotia Nursing Education Review Steering Committee. Our review of nursing education has included extensive stakeholder input. The refrain from leaders in the health-care system is that nursing graduates are not "practice-ready." While the axiom that university nursing graduates can "theorize but not catheterize" is sometimes true, there is a greater disconnect than simply their lack of confidence and skill in working with tubes and handing out medications in a timely manner; they are also expected to be leaders in advancing client-centred care and in providing self-management support. Part of the responsibility for the gap between education and practice lies squarely with nursing education. Professors tend to shy away from the "swampy lowlands" of practice; it is easier to teach from the "high, hard ground" (Schön, 1987, p. 1) of the university classroom using case studies that have a "right" answer, presenting ideal models of care, and delivering known content with scads of slides than to wade into the weeds with our students, integrating knowledge through problem-solving, discussion, and debate. While expert clinicians are needed to help students bridge "abstract knowledge and theory. .. into the productive thinking required to use in practical situations" (Benner, Hooper Kyriakidis, & Stannard, 2011, p. 12), we have largely delegated this essential clinical work to parttime instructors and preceptors. In addition to teaching foundational knowledge, we must create opportunities and tools for "situated learning in simulation, skill labs and clinical practice. .. for students to learn how to use knowledge" (Benner et al., p. 12) and to actively engage with patients in ways that address the "messy, confusing problems that defy technical solution" (Schön, p. 1). Educating students to meet the current needs of the health-care system is relatively easy through increased use of simulation and extended periods of consolidation with preceptors. It is much more difficult to
Nursing Students’ Experiences in Providing Patient Education in the Clinical Setting
International Journal of Studies in Nursing, 2021
Background: Patient education is associated with reduced hospital readmission rates, lower patient anxiety, and improvement in quality of life. Although nursing students report feeling ill-prepared and less confident in educating their patients in clinical settings, few studies have assessed their perspectives on this topic.Method: This study explores the perceived challenges, obstacles, self-efficacy, and preparedness of undergraduate nursing students in providing patient education by collecting qualitative data through focus group discussions (FGDs).Results: Five major themes emerged from the FGDs: significance of patient education, nursing process in providing patient education, evolving sense of preparation, evolving sense of confidence, challenges/barriers to providing patient education. While all interviewed nursing students felt that patient education was a vital nursing responsibility, advanced students had more confidence and knowledge regarding this responsibility.Conclusi...
Patient-centred education: What do students think?
2014
CONTEXT Medical educators endeavour to foster patient-centred learning. Although studies of patient-educators report general increases in patient-centredness, no formal review of students' reflections on the role of patients in their education has yet been undertaken. Our research questions were: (i) What themes might be identified through a qualitative analysis of students' reflective writing on patient-centred education? (ii) What are common students' perceptions regarding patients as educators?
Journal of Nursing Education and Practice, 2013
Patients first. Patient-centered care. Patient-centered medical homes. The patient experience. Today, it is hard to miss the appeal for patient-centered care in US health care reform, as well as in national and professional publications. If patients are the focus, shouldn't they formally contribute to nursing and other health professions education? The earlier in their education students understand patients' perspectives, the better they can integrate patients' reality into their practice. Experiencing the health care maze through the perspective of a patient or family living with disability, cancer, chronic disease, or dementia has an indelible impact on a learner's practice. While simulation, standardized patients, and problembased learning are excellent educational strategies, patients as teachers in the classroom creatively, efficiently, and memorably bring life to multiple concepts and content areas far more effectively than an abstract case, lecture, and/or bulleted slides. This article presents a brief history of patient teachers, and the authors' experiences of integrating them into the nursing curriculum. Students enjoyed learning, participated enthusiastically, and evaluated these classes at the highest level. Patients found teaching empowering and were proud to teach future nurses.
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. [
Nursing students’ perspectives regarding challenges of patient education in clinical settings
Bangladesh Journal of Medical Science, 2016
Background: Patient education is an important component of patient care. It includes all educational activities to help patients and their families in order to make informed decisions about the disease and learn self-care skills. This study was conducted to investigate nursing students' perspectives regarding the challenges of patient education in clinical settings. Material and Methods: This descriptive cross-sectional study was conducted on 78 third and fourth year nursing students of Jahrom University of Medical Sciences who were selected by census method. Data were collected through a valid and reliable questionnaire consisted of four parts. The first part was about demographic data, the second included 16 questions about importance of patient education, the third and fourth part contained 20 questions about challenges of patient education, 10 questions assessed barriers and 10 questions were about facilitators of patient education in clinical settings. Results: From the nursing students' perspective, the average importance of patient education was 4.36±0.05 out of 5. The most important challenges regarding barriers of patient education were; lack of resources and educational tools, lack of enough time, inadequate knowledge and skills of the nurse, and lack of patient readiness both physically and psychologically. Also, the most important facilitators were; high skill and knowledge, having interest to education and phased implementation of patient›s education with respect to the patient›s condition. There was no relationship between academic year, sex and average grade with importance of patient education total score (p=0>05). Conclusion: Nursing managers and educational supervisors of hospitals need to pursue patients' education programs with rely on the standards developed at national and international accreditation programs as a major strategy and provide necessary resources and educational tools.