Teaching and learning in the clinical field: perspective of teachers, nurses and nursing students

This is a qualitative research, which used the social phenomenology of Alfred Schütz approach. Its purpose was meeting and discussing the expectations of teachers, nurses and students about teaching in the clinical field. Nine teachers, eleven nurses and eleven students of the Nursing Graduation grade from a public university of São Paulo were included in this study. Data were collected in 2012. As the results showed, there are expectations about the link between theory and practice that clinical teaching can offer and also the desire that such instruction enable the learners to develop a pro-active and participatory attitude. The reciprocity of perspectives was evident and should be considered when academic projects focused on nursing education are developed.Estudo qualitativo, com abordagem da fenomenologia social de Alfred Schütz, que teve como objetivo conhecer e discutir as expectativas dos docentes, enfermeiras e estudantes com relação ao ensino em campo clínico. Participaram do estudo nove docentes, 11 enfermeiras e 11 estudantes do Curso de Graduação em Enfermagem de uma universidade pública de São Paulo. A coleta dos dados foi realizada em 2012 e os resultados mostraram que os sujeitos esperam que o ensino clínico subsidie a articulação entre a teoria e a prática profissional; e almejam que tal ensino possibilite o desenvolvimento de uma postura próativa e participativa dos envolvidos na aprendizagem. A reciprocidade de perspectivas foi evidenciada, devendo ser considerada na elaboração de projetos pedagógicos voltados para a formação do enfermeiro

Clinical learning environments

The limited capacity of clinical placements has resulted in exploration of newer and varied opportunities for clinical experiential learning for students. The use of placements overseas through exchange schemes highlights the issue of benchmarks for quality assurance of placements for learning. The clinical learning environment is at the core of effective professional learning for nurses or other healthcare professionals, patient safety, student experience and career intentions. Education institutions do need a clear understanding of the clinical learning environment (CLE) students are entering and how it contributes to effective professional learning. It is therefore a necessity to not only understand it but to be assured of the quality of it. This chapter will explore a the findings form an EU funded project which focusses on compiling benchmark standards for European placements and the development for a measuring instrument for prospective assurance for clinical learning environments. The issue of what comprises a quality learning environment and how this can be measured and supported will also be addressed