Patients’ involvement in nursing students’ clinical education: A scoping review

BACKGROUND: Actual contacts with patients are crucial in developing the skills that students need when working with patients. Patients are accustomed to the presence of students. The concept of learning from patients has emerged recently, shifting the focus from learning from professionals as role models to the relationship between the student and patient.AIM: With focus on patients' perspective in clinical practice placements, this scoping review aims to review and summarize the existing empirical literature regarding patients' involvement in nursing students' clinical education.DESIGN AND METHOD: A broad search without time limitations was performed in the databases CINAHL, Medline, PsycINFO and ERIC. A manual search was also performed. Only empirical studies describing aspects of patient involvement in nursing education from the patient's perspective were taken into account. Thirty-two studies published from 1985 to June 2016 met the selection criteria and were analysed using inductive content analysis.RESULTS: The perspective of real patients focused on their role in students' learning and assessment processes. In general, patients appreciated the opportunity to contribute to a student's learning process and thus enhance the quality of patient care. However, the patients' approaches varied from active to passive participants, comprising active participants contributing to students' learning, followers of care and advice, and learning platforms with whom students practiced their skills. Some patients perceived themselves as active participants who facilitated students' learning by sharing knowledge and experience about their own care and wellbeing as well as assessed students' performance by providing encouraging feedback.CONCLUSION: The state and degrees of patient involvement in nursing students' clinical education were made explicit by the literature reviewed. However, the number of studies examining the involvement of real patients in students' education in clinical settings is very limited. To understand this untapped resource better and to promote its full realization, recommendations for nursing education and future research are made.</p

Methods for the synthesis of qualitative research: a critical review

<p>Abstract</p> <p>Background</p> <p>In recent years, a growing number of methods for synthesising qualitative research have emerged, particularly in relation to health-related research. There is a need for both researchers and commissioners to be able to distinguish between these methods and to select which method is the most appropriate to their situation.</p> <p>Discussion</p> <p>A number of methodological and conceptual links between these methods were identified and explored, while contrasting epistemological positions explained differences in approaches to issues such as quality assessment and extent of iteration. Methods broadly fall into 'realist' or 'idealist' epistemologies, which partly accounts for these differences.</p> <p>Summary</p> <p>Methods for qualitative synthesis vary across a range of dimensions. Commissioners of qualitative syntheses might wish to consider the kind of product they want and select their method – or type of method – accordingly.</p

Medication calculation skills of graduating nursing students within European context.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked DownloadAim: 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. Keywords: drug dosage calculations; graduating nursing students; medication calculation skills; nurse managers; patients.Academy of Finland European Commissio

Healthcare student-patient relationship and the quality of the clinical learning environment - a cross-sectional study

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.Peer reviewe

Future palliative competence needs:a qualitative study of physicians’ and registered nurses’ views

Abstract Background: Globally, the need for palliative care will increase as a result of the ageing of populations and the rising burden of cancer, non-communicable diseases as well as some communicable diseases. Physicians and registered nurses working in palliative care should have a sufficient level of education and competence in managing the changing needs and requirements of palliative care. There is, however, need for evidence-based palliative care training and education of physicians and registered nurses. The purpose of this study was to describe the views of physicians and registered nurses regarding future competence needs within palliative care. Methods: The study was conducted through use of a cross-sectional qualitative design. A total of 54 physicians and 110 registered nurses completed an open-ended questionnaire about the future competence needs of palliative care. The data were analyzed using inductive content analysis. Results: The results revealed four main competence needs within palliative care for the coming decade: palliative care competence at all levels within healthcare and social welfare services; individualized palliative care competence; person-centered encounters competence; and systematic competence development within palliative care. Conclusions: The results offer cues for education and professional development, which can be used to support physicians and registered nurses when future palliative care competences are included in educational programs. Seamless cooperation between palliative care services and educational institutions is recommended to ensure that undergraduate and postgraduate education is based on a continuous assessment of competence requirements within the field of palliative care. Therefore, online multi-professional simulations, for example, could be used to enhance future competencies within palliative care; undergraduate medical, nursing and allied healthcare students as well as postgraduate palliative care professionals and experts of experience could work together during simulations

Palliatiivisen hoidon osaamisen kehittäminen edellyttää tutkimus-, kehittämis- ja innovaatiotoimintaa:EduPal-hanke kehittäjänä

Tiivistelmä Laadukas, näyttöön perustuva palliatiivinen hoito on jokaisen ihmisoikeus. Tämä edellyttää riittävän koulutuksen ja osaamisen omaavaa henkilöstöä palliatiivisen hoidon eri tasoille. Palliatiivisen hoidon koulutuksessa tutkimus- kehittämis- ja innovaatiotoiminta (TKI) on saumattomasti integroitu koulutuksen sisällölliseen ja pedagogiseen kehittämistoimintaan. Tässä artikkelissa kuvataan palliatiivisen hoidon koulutuksen kehittämiseen liittyvää TKI-toimintaa EduPal-hankkeessa, joka on toteutunut monialaisesti tiiviissä yhteistyössä ammattikorkeakoulujen, yliopistojen sekä keskeisten työelämän sidosryhmien kanssa. EduPal-hanke on kansallisesti ja kansainvälisesti merkittävä, sillä hankkeessa tarkastellaan mittavasti ja moniammatillisesti palliatiivisen hoidon opetuksen nykytilaa ja kehitetään perus- ja erityistason osaamisen kuvauksia, opetussuunnitelmasuosituksia sekä yhteistyötä ammattikorkeakoulujen ja yliopistojen välillä

Palliatiivisen hoidon osaamista tutkimus-, kehittämis- ja innovaatiotoiminnalla

Tiivistelmä EduPal-hanke on perustunut parhaaseen mahdolliseen näyttöön. Hankkeessa on tuotettu uutta näyttöön perustuva tietoa sähköisten kyselyjen, työpajojen, haastattelujen, opetussuunnitelmaanalyysien ja järjestelmällisten katsausten avulla. Hankkeen tutkimus- ja kehittämistoiminnassa on hyödynnetty laajasti palliatiivisen hoidon ammattilaisten, asiantuntijoiden, opettajien, opiskelijoiden ja kansalaisten näkemyksiä. Ammattikorkeakoulujen ja yliopistojen tutkimus- ja koulutusyhteistyö on mahdollistanut vastavuoroisen asiantuntijuuden jakamisen, joustavat opintopolut ja opetustarjonnan laajentamisen sekä ammattikorkeakoulu- että yliopisto-opiskelijoille. EduPalhanke on ollut kansainvälisesti suunnan näyttäjänä näyttöön perustuvan palliatiivisen hoidon perusopetuksen sekä erikoistumiskoulutusten kehittämisessä. Hoitotyön ja lääketieteen opetussuunnitelmasuositusten juurruttamisen ohella tutkimus-, kehittämis- ja innovaatiotoimintaa tulee jatkossa suunnata simuloituihin ja autenttisiin potilaskontakteihin perustuvaan moniammatilliseen opetukseen sekä opettajien palliatiivisen hoidon opetuksen osaamiseen.Abstract Competence in palliative care through research, development and innovation activities The EduPal-project was based on the best available evidence. The project has produced new evidence-based knowledge through surveys, workshops, interviews, curriculum analyses and systematic reviews. For that purpose, the views of palliative care professionals, experts, teachers, students and citizens have been widely used in the research and development process. Research partnership and educational collaboration between universities of applies sciences and universities have fostered shared expertise between professionals from different faculties and disciplines, offered flexible study paths for students as well as expanded high-quality educational options over educational organizations. The EduPal-project has received international attention through international collaboration and now the development of palliative care education continues also at the European level. In addition to implementing the curriculum recommendations in nursing and medical education, research, development and innovation activities should be focused on in palliative care education for the multidisciplinary personnel and students, especially on use of simulated and authentic patient contacts in education, and teachers’ competence of teaching palliative care