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Jahangasht Ghoozlu K, Vanaki Z, Mohammad Khan Kermanshahi S. Ethics education: Nurse educators' main concern and their teaching strategies. Nurs Ethics 2023; 30:1083-1094. [PMID: 37230743 DOI: 10.1177/09697330231153685] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
BACKGROUND To practice nursing ethics, students must first understand the ethical concepts and principles of their profession, but despite this knowledge, students face challenges in implementing ethical principles in clinical settings. The educational performance of nurse educators is critical in resolving these challenges. This study focused on the lived experiences of nurse educators. OBJECTIVE To address the main concern of educators when teaching ethics to undergraduate nursing students and how they deal with it. RESEARCH DESIGN We conducted this qualitative content analysis in Iran in 2020. We used individual semi-structured interviews to collect, record, and transcribe data, as well as Graneheim and Lundman method to analyze them. PARTICIPANTS and research context: We used purposive sampling to select 11 nurse educators who either were currently in the position of ethics educators or had taught ethics from Iranian universities of medical sciences. ETHICAL CONSIDERATIONS The present study received the code of ethics No. IR.MODARES.REC.1399.036. Participants were aware of the study's purpose and signed a consent form to participate in the study. We considered data confidentiality and the voluntary principle in data collection. FINDINGS Nurse educators' main concern was how to sensitize students to ethical principles in clinical settings, so they tried to involve students in the teaching process, to repeat and practice ethical principles and concepts, simplify and simulate ethical principles and concepts, and provide opportunities for students to gain clinical experiences. DISCUSSION To sensitize students to ethical nursing care, nurse educators try to institutionalize ethical principles using different teaching methods, including students' involvement in teaching, experiential learning through simulated situations, practice, repetition, and provision of opportunities for practice and experience. CONCLUSION Improving students' cognitive ability and objectifying moral concepts and principles for students will institutionalize moral values in them that are fundamental for their moral sensitization.
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Ramírez AS, Jaber JR, Rosales RS, Conde-Felipe M, Rodríguez F, Corbera JA, Suárez-Pérez A, Encinoso M, Muniesa A. Nurturing a Respectful Connection: Exploring the Relationship between University Educators and Students in a Spanish Veterinary Faculty. Vet Sci 2023; 10:538. [PMID: 37756060 PMCID: PMC10534600 DOI: 10.3390/vetsci10090538] [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: 07/12/2023] [Revised: 08/13/2023] [Accepted: 08/22/2023] [Indexed: 09/28/2023] Open
Abstract
The respect of the teacher for the student is essential for effective teaching from the perspective of the students, even in comparison to the knowledge and communication capacity of the teacher. Consequently, the optimal development of this characteristic fosters a more effective and efficient student-teacher relationship. We initiated this research following a conversation with a group of university students, who expressed their discontent regarding the lack of respect shown towards them by some teachers. Therefore, we conducted a descriptive study using online surveys, focusing on the central axis in the teacher-student relationship. The results highlighted the need for faculty members to analyze and question their attitudes towards their students. This paper presents initial results of the data collected at the Veterinary Faculty of the University of Las Palmas de Gran Canaria.
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Affiliation(s)
- Ana S. Ramírez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - José Raduan Jaber
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - Rubén S. Rosales
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Magnolia Conde-Felipe
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - Francisco Rodríguez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Juan Alberto Corbera
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Alejandro Suárez-Pérez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Mario Encinoso
- Veterinary Clinical Hospital, Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain;
| | - Ana Muniesa
- Faculty of Veterinary, University of Zaragoza-CITA, Miguel Servet, 177, 50013 Zaragoza, Zaragoza, Spain;
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Aronsson J, Anåker A, Elf M, Richardson J. Sustainability in Clinical Practice: A Cross-National Comparative Study of Nursing Students in England and Sweden. J Nurs Educ 2022; 61:390-393. [PMID: 35858138 DOI: 10.3928/01484834-20220613-02] [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: 11/20/2022]
Abstract
BACKGROUND Delivering health care negatively influences the environment and contributes to climate change. This study examined how nursing students in England and Sweden can make changes in clinical practice to enhance environmental sustainability. METHOD Third-year undergraduate nursing students at English and Swedish universities responded to open-ended questions on the Sustainability Attitudes in Nursing Survey. Data were analyzed using inductive content analysis. RESULTS Students in both countries identified lack of confidence as the main barrier to challenging unsustainable practice, followed by a resistance to change in practice. English students predominantly changed their own behavior or influenced the practice of others. Swedish students either changed their own behavior or their own attitudes to sustainability. CONCLUSION There is a need to ensure students have confidence to act as change agents to enhance sustainable practice in the clinical environment. [J Nurs Educ. 2022;61(7):390-393.].
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Soares AKF, Sá CHCD, Lima RDS, Barros MDS, Coriolano-Marinus MWDL. Communication in health care from the experiences of Nursing students and teachers: contributions to health literacy. CIENCIA & SAUDE COLETIVA 2022; 27:1753-1762. [PMID: 35544805 DOI: 10.1590/1413-81232022275.21462021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 11/28/2021] [Indexed: 11/22/2022] Open
Abstract
The object of this study is communication about health in the training processes of nurses and the aim is to analyze the conceptions of teachers and students of an undergraduate nursing course about communication in regard to health based on the construct of health literacy. This is a descriptive, exploratory research, with a qualitative approach. Data were collected through individual narratives of students and semi-structured interviews with teachers at a public university. Data were analysed through inductive coding, supported by the Atlas T.I software, version 8.0 and using the theoretical framework of Health Literacy. The results identified two categories supported by the testimonies of students and teachers: 1) Communication in nursing care and health literacy; 2) Practice in communication skills during graduation. Students and teachers recognized the importance of communication and the relational process with patients in the classroom context. The need for practical and reflective tools is identified so that communication is experienced in a more dialogic and participatory manner, both with patients and in teaching-learning contexts, with the integration of affective, motivational and supportive elements.
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Affiliation(s)
- Adelia Karla Falcão Soares
- Programa de Pós-Graduação em Enfermagem, Universidade Federal de Pernambuco. Av. Prof. Moraes Rego 1.235, Cidade Universitária. 50670-901 Recife PE Brasil.
| | | | | | - Mirelly da Silva Barros
- Programa de Pós-Graduação em Saúde da Criança e do Adolescente, Universidade Federal de Pernambuco. Recife PE Brasil
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Soares AKF, Sá CHCD, Lima RDS, Barros MDS, Coriolano-Marinus MWDL. Communication in health care from the experiences of Nursing students and teachers: contributions to health literacy. CIENCIA & SAUDE COLETIVA 2022. [DOI: 10.1590/1413-81232022275.21462021en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The object of this study is communication about health in the training processes of nurses and the aim is to analyze the conceptions of teachers and students of an undergraduate nursing course about communication in regard to health based on the construct of health literacy. This is a descriptive, exploratory research, with a qualitative approach. Data were collected through individual narratives of students and semi-structured interviews with teachers at a public university. Data were analysed through inductive coding, supported by the Atlas T.I software, version 8.0 and using the theoretical framework of Health Literacy. The results identified two categories supported by the testimonies of students and teachers: 1) Communication in nursing care and health literacy; 2) Practice in communication skills during graduation. Students and teachers recognized the importance of communication and the relational process with patients in the classroom context. The need for practical and reflective tools is identified so that communication is experienced in a more dialogic and participatory manner, both with patients and in teaching-learning contexts, with the integration of affective, motivational and supportive elements.
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Granat L, Andersson S, Hadziabdic E, Brännström M, Sandgren A. Translation, adaptation, and validation of the Self-efficacy in Palliative Care scale (SEPC) for use in Swedish healthcare settings. Palliat Care 2022; 21:48. [PMID: 35410328 PMCID: PMC8995693 DOI: 10.1186/s12904-022-00940-5] [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] [Received: 06/23/2021] [Accepted: 04/04/2022] [Indexed: 11/19/2022] Open
Abstract
Background One challenge for healthcare professionals when delivering palliative care can be their lack of confidence. The Self-efficacy in Palliative Care Scale (SEPC) is considered a valid and reliable assessment scale to evaluate confidence when delivering palliative care. Currently, there is not a reliable instrument aimed to measure healthcare professionals’ confidence in palliative care in Swedish. Therefore, this study aimed to translate, culturally adapt, and validate the SEPC-scale for use in a Swedish healthcare context. Methods This study applied the World Health Organization’s (WHO) guidelines for translating and adapting instruments, using forward and back-translation, an expert panel, and cognitive interviews. Swedish experts in palliative care (n = 6) assessed the Swedish version of the SEPC-scale based on its relevance, understandability, clarity, and sensitivity on a Likert scale. Methods involved calculation of content validity index (CVI) with modified kappa statistics and cognitive interviewing with healthcare professionals (n = 10) according to the “think-aloud” method. Results Calculation of I-CVI (Item-CVI) showed that the Swedish SEPC-scale was considered relevant but needed some modifications to improve its understandability and clarity. The experts recognized an absence of precision in some items that affected clarity and understanding. Likewise, the healthcare professionals highlighted some challenges with understandability and clarity. They indicated that the scale was relevant, but a few items needed adjustment to fit a broader range of healthcare professionals. Items that referred to death and dying could be sensitive but were considered relevant. Conclusions The SEPC-scale is considered valid for use in Swedish healthcare practice, for a broad range of healthcare professionals, and for diagnoses other than cancer. This study shows that cultural adaptation is necessary for establishing relevance and enabling acceptance to various healthcare professionals and contexts in the target country.
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Affiliation(s)
- Lisa Granat
- Center for Collaborative Palliative Care, Department of Health and Caring Sciences, Linnaeus University, 351 95, Växjö, Sweden.
| | - Sofia Andersson
- Center for Collaborative Palliative Care, Department of Health and Caring Sciences, Linnaeus University, 351 95, Växjö, Sweden
| | - Emina Hadziabdic
- Center for Collaborative Palliative Care, Department of Health and Caring Sciences, Linnaeus University, 351 95, Växjö, Sweden
| | | | - Anna Sandgren
- Center for Collaborative Palliative Care, Department of Health and Caring Sciences, Linnaeus University, 351 95, Växjö, Sweden
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Liang Y, Noble LM. Chinese doctors' views on workplace-based assessment: trainee and supervisor perspectives of the mini-CEX. MEDICAL EDUCATION ONLINE 2021; 26:1869393. [PMID: 33380291 PMCID: PMC7782920 DOI: 10.1080/10872981.2020.1869393] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 12/15/2020] [Accepted: 12/22/2020] [Indexed: 05/28/2023]
Abstract
Purpose: This study investigated whether the mini-clinical evaluation exercise (mini-CEX) has been successfully integrated into the Chinese context, following its introduction as part of the national general training programme. Materials and methods: Online questionnaires (N = 91) and interviews (N = 22) were conducted with Year 1 trainee doctors and clinical supervisors at a cancer hospital in China to explore users' experiences, attitudes and opinions of the mini-CEX. Results" Trainees were more likely than supervisors to report understanding the purpose of the mini-CEX and agree that it encouraged reflection and helped improve overall performance. Both trainees and supervisors felt that it provided a framework for learning, that it was useful in identifying underperformance, and that it informed learning progression. Groups were equally positive about the commitment of their counterpart in the process and valued the focus on detailed feedback. It was perceived as cultivating the learner-teacher relationship. Overall, both groups felt they 'bought in' to using the mini-CEX. However, concerns were raised about subjectivity of ratings and lack of benchmarking with expected standards of care. Conclusions: Chinese trainees and supervisors generally perceived the mini-CEX as an acceptable and valuable medical training tool, although both groups suggested enhancements to improve its efficacy.
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Affiliation(s)
- Yuying Liang
- Department of Medical Education, Affiliated Cancer Hospital and Institute of Guangzhou Medical University, Guangzhou, China
- UCL Medical School, University College London, London, UK
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Agarwal A, Leisegang K, Panner Selvam MK, Durairajanayagam D, Barbarosie C, Finelli R, Sengupta P, Dutta S, Majzoub A, Pushparaj PN, Elbardisi H, Sharma R, Gupta S, Arafa M, Roychoudhury S, Alves MG, Oliveira PF, Henkel R. An online educational model in andrology for student training in the art of scientific writing in the COVID-19 pandemic. Andrologia 2021; 53:e13961. [PMID: 33491204 PMCID: PMC7995002 DOI: 10.1111/and.13961] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 12/18/2020] [Accepted: 12/22/2020] [Indexed: 01/21/2023] Open
Abstract
In 2020, the COVID‐19 pandemic led to the suspension of the annual Summer Internship at the American Center for Reproductive Medicine (ACRM). To transit it into an online format, an inaugural 6‐week 2020 ACRM Online Mentorship Program was developed focusing on five core pillars of andrology research: scientific writing, scientific methodology, plagiarism understanding, soft skills development and mentee basic andrology knowledge. This study aims to determine mentee developmental outcomes based on student surveys and discuss these within the context of the relevant teaching and learning methodology. The mentorship was structured around scientific writing projects established by the team using a student‐centred approach, with one‐on‐one expert mentorship through weekly formative assessments. Furthermore, weekly online meetings were conducted, including expert lectures, formative assessments and social engagement. Data were collected through final assessments and mentee surveys on mentorship outcomes. Results show that mentees (n = 28) reported a significant (p < .0001) improvement in all criteria related to the five core pillars. These results illustrate that the aims of the online mentorship program were achieved through a unique and adaptive online educational model and that our model has demonstrated its effectiveness as an innovative structured educational experience through the COVID‐19 crisis.
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Affiliation(s)
- Ashok Agarwal
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA
| | - Kristian Leisegang
- School of Natural Medicine, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa
| | | | | | - Catalina Barbarosie
- Department of Genetics, Faculty of Biology, University of Bucharest, Bucharest, Romania
| | - Renata Finelli
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA
| | - Pallav Sengupta
- Department of Physiology, Faculty of Medicine, Bioscience and Nursing, MAHSA University, Malaysia
| | - Sulagna Dutta
- Department of Oral Biology and Biomedical Sciences, Faculty of Dentistry, MAHSA University, Malaysia
| | - Ahmad Majzoub
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA.,Male Infertility Unit, Urology Department, Hamad General Hospital, Doha, Qatar.,Urology Department, Weill Cornell Medical-Qatar, Doha, Qatar
| | - Peter Natesan Pushparaj
- Center of Excellence in Genomic Medicine Research, King Abdulaziz University, Jeddah, Saudi Arabia.,Department of Medical Laboratory Technology, Faculty of Applied Medical Sciences, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Haitham Elbardisi
- Male Infertility Unit, Urology Department, Hamad General Hospital, Doha, Qatar.,Urology Department, Weill Cornell Medical-Qatar, Doha, Qatar
| | - Rakesh Sharma
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA
| | - Sajal Gupta
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA
| | - Mohamed Arafa
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA.,Male Infertility Unit, Urology Department, Hamad General Hospital, Doha, Qatar.,Urology Department, Weill Cornell Medical-Qatar, Doha, Qatar.,Andrology Department, Cairo University, Cairo, Egypt
| | | | - Marco G Alves
- Department of Anatomy & Unit for Multidisciplinary Research in Biomedicine (UMIB), Institute of Biomedical Sciences Abel Salazar (ICBAS), University of Porto, Porto, Portugal
| | | | - Ralf Henkel
- American Center for Reproductive Medicine, Cleveland Clinic, Cleveland, OH, USA.,Department of Metabolism, Digestion and Reproduction, Imperial College London, London, UK.,Department of Medical Bioscience, University of the Western Cape, Bellville, South Africa
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Drasiku A, Gross JL, Jones C, Nyoni CN. Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready? BMC Nurs 2021; 20:4. [PMID: 33397368 PMCID: PMC7780664 DOI: 10.1186/s12912-020-00528-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 12/22/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor's degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. METHODS A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. RESULTS The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; "Willingness to teach undergraduate students" "Perceived attributes of undergraduate students", and "The clinical practice environment". CONCLUSION The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.
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Affiliation(s)
- Amos Drasiku
- Department of Nursing and Midwifery, Muni University, P.O. Box 725, Arua, Uganda.
| | - Janet L Gross
- Department of Nursing, Morehead State University, Morehead, Kentucky, USA
| | - Casey Jones
- Beth-El College of Nursing, University of Colorado, Colorado Springs, 80918, USA
| | - Champion N Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Bianchi M, Ghirotto L, Bagnasco A, Catania G, Zanini M, Aleo G, Hayter M, Sasso L. "Tutor and student dyadic interactions in relation to Interprofessional education and clinical care: A constructivist grounded theory study". J Adv Nurs 2020; 77:922-933. [PMID: 33222216 DOI: 10.1111/jan.14643] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 09/27/2020] [Accepted: 10/30/2020] [Indexed: 12/01/2022]
Abstract
AIM The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences. DESIGN A constructivist grounded theory approach. The study was carried out between 2015-#2017. METHOD Semi-structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software. RESULTS A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor-student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it. CONCLUSION The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction. IMPACT This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.
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Affiliation(s)
- Monica Bianchi
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland
| | - Luca Ghirotto
- Azienda USL - IRCCS di Reggio Emilia, Direzione Scientifica, Reggio Emilia, Italy
| | | | - Gianluca Catania
- Department of Health Sciences, University of Genoa, Genoa, Italy
| | - Milko Zanini
- Department of Health Sciences, University of Genoa, Genoa, Italy
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Genoa, Italy
| | - Mark Hayter
- Faculty of Health Sciences, University of Hull, Hull, UK
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Genoa, Italy
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Lima RS, Silva MAI, Andrade LSD, Góes FDSND, Mello MA, Gonçalves MFC. Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective. Rev Lat Am Enfermagem 2020; 28:e3284. [PMID: 32520240 PMCID: PMC7282719 DOI: 10.1590/1518-8345.3820.3284] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Accepted: 03/07/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE to analyze the process of professional identity construction in undergraduate nursing students during their education. METHOD qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data. RESULTS the following four themes were obtained, "The subject in movement to become a nurse: from previous experiences to entering the courses"; "The nursing professor in the construction of the undergraduate's professional identity: a two-way mirror"; "Pedagogical relationship: instrument for constructing the student's professional identity" and "Historical-cultural conditions: space for the construction of the student's professional identity". CONCLUSION the construction of the students' professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.
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Affiliation(s)
- Rogério Silva Lima
- Universidade Federal de Alfenas, Escola de Enfermagem, Alfenas, MG, Brazil
| | - Marta Angélica Iossi Silva
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Luciane Sá de Andrade
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Fernanda Dos Santos Nogueira De Góes
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Maria Aparecida Mello
- Universidade Federal de São Carlos, Centro de Educação e Ciências Humanas, São Carlos, SP, Brazil
| | - Marlene Fagundes Carvalho Gonçalves
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Colaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
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12
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Rees CE, Kent F, Crampton PES. Student and clinician identities: how are identities constructed in interprofessional narratives? MEDICAL EDUCATION 2019; 53:808-823. [PMID: 31094022 DOI: 10.1111/medu.13886] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 11/30/2018] [Accepted: 03/08/2019] [Indexed: 06/09/2023]
Abstract
CONTEXT Although the literature on professional identity formation in medical education is increasing, it is scant by comparison on student and clinician identities within interprofessional contexts. We therefore adopt a novel discursive approach to identities to explore how soon-to-become graduates and workplace-based clinicians construct their own and others' identities in interprofessional student-clinician (IPSC) interaction narratives. METHODS We conducted a qualitative narrative interview study with 38 students and 23 clinicians representing the fields of medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy. Through framework analysis, we identified the breadth of student and clinician identity constructions across 208 IPSC interaction narratives, and explored how common constructions differed by narrative and narrator. Through in-depth positioning analysis, we explored how student and clinician identities are discursively positioned within two selected IPSC interaction narratives. RESULTS We identified 11 common constructions of student identities and eight common constructions of clinician identities across all 208 narratives. We found differences in identity constructions across positively versus negatively evaluated narratives, and student versus clinician narrators, highlighting the rhetorical nature of narratives. Our in-depth positioning analysis of two narratives illustrates how one student and one clinician discursively positioned theirs and others' identities during interprofessional interactions, and how identities vary depending on narrators' evaluations of their stories. Although both positioning analyses illustrate how the narrators' language serves to reproduce the common societal discourse of interprofessional conflict, the clinician narrative also draws on the competing discourse of interprofessional collaboration. CONCLUSIONS Although some of the identities support previous uniprofessional research, our findings illustrate greater breadth and depth in terms of student and clinician identities within interprofessional contexts. We encourage educators to embed identities curricula into existing workplace learning for students and clinicians to help them make sense of their developing professional and interprofessional identities. Workplace educators should facilitate meaningful IPSC interactions to promote interprofessional learning and collaboration.
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Affiliation(s)
- Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Fiona Kent
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
- Department of Physiotherapy, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Paul E S Crampton
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
- Health Professions Education Unit, Hull York Medical School, York, UK
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13
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Protecting Student Anonymity in Research Using a Subject-Generated Identification Code. J Prof Nurs 2019; 35:120-123. [DOI: 10.1016/j.profnurs.2018.09.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Revised: 09/14/2018] [Accepted: 09/21/2018] [Indexed: 11/17/2022]
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14
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Metaphorical interpretations of the educator-student relationship: An innovation in nursing educational research. Nurse Educ Pract 2017; 28:46-53. [PMID: 28942349 DOI: 10.1016/j.nepr.2017.09.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Revised: 09/11/2017] [Accepted: 09/14/2017] [Indexed: 11/20/2022]
Abstract
Previous research has shown that collecting and analysing metaphors is a useful strategy in seeking data that are difficult to collect via verbal interviews or that cannot be represented by statistics. This study explored nursing students' perceptions of the educator-student relationship using metaphorical interpretation. A qualitative study with a personal essay approach was adopted. A total of 124 students were recruited from a nursing school in Hong Kong. A personal essay form was distributed to the participants. They were asked to give a metaphor with explanations to describe the power dynamics in the educator-student relationship, within 200 words in English or Chinese. After some thought, the participants each gave their own metaphor individually, because the aim of this study was to collect their subjective experiences. The results were presented as follows: a) The overall description of the metaphors; b) The three groups of metaphors; c) The fives natures of metaphors; d) The most significant metaphors; and e) The four thematic meanings - (i) nurturing role; (ii) guiding role; (iii) insufficient connection; and (iv) promoting development. The implications for research methods and nurse education of collecting and analyzing metaphors were discussed. Discrepancies in metaphorical interpretations are to be expected, as interpretations are dependent on the researchers' socio-cultural background, personal experiences, professional training, languages spoken, and other factors.
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