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Nemir A, Pearson M, Kitchin V, Wilbur K. Real Patient Participation in Workplace-Based Assessment of Health Professional Trainees: A Scoping Review. Eval Health Prof 2024; 47:283-295. [PMID: 37254849 PMCID: PMC11351003 DOI: 10.1177/01632787231180275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The aim of this scoping review is to outline the existing landscape of how real patients participate in the workplace-based assessment of trainees across diverse healthcare professions. In 2019-2020, the authors searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, and Web of Science databases for studies that included descriptions of experiences whereby patients received care from a health professional trainee and participated in workplace-based assessments of that trainee. Full-text articles published in English from 2009 to 2020 were included in the search. Of the 8770 studies screened; 77 full-text articles were included. Analysis showed that strategies for patient participation in workplace-based assessment varied widely. Aspects studied ranged from validation of an assessment tool to evaluation of the impact of an educational intervention on trainees' performance. Assessment of patient satisfaction was the most common approach to patient involvement. The majority of studies were conducted in North America and in the context of physician training. Formal patient participation in the assessment of health professional trainees appears heterogeneous across health professions. Gaps in the literature are evident; therefore, this review points to an inclusive approach to workplace-based assessment to ensure patient feedback of the trainees who care for them is represented.
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Affiliation(s)
- Arwa Nemir
- Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, BC, Canada
| | - Marion Pearson
- Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, BC, Canada
| | - Vanessa Kitchin
- Woodward Library, The University of British Columbia, Vancouver, BC, Canada
| | - Kerry Wilbur
- Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, BC, Canada
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Bevitt T, Pereira RB, Bacon R, Isbel S. Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review. Aust Occup Ther J 2024. [PMID: 39039970 DOI: 10.1111/1440-1630.12984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 06/27/2024] [Accepted: 07/04/2024] [Indexed: 07/24/2024]
Abstract
INTRODUCTION Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements. METHODS Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems. RESULTS Forty-six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non-standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning. CONCLUSIONS Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co-produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely. CONSUMER AND COMMUNITY INVOLVEMENT A consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project. PLAIN LANGUAGE SUMMARY In Australia, occupational therapy training programs require input from consumers to help students learn. However, there is not much research on how consumers help occupational therapy students during their practical training. We did a review to see how existing feedback systems let consumers genuinely help students during their training. We searched five databases for research up to July 2023. We included research that talked about how consumers help all health students learn during practical training. We found 46 articles, mostly from Medicine and Nursing education. We analysed them to understand how consumer feedback systems work and found five main themes: (1) making sure everyone involved gets value out of it, (2) being prepared is important, (3) consumers give useful feedback when the system supports everyone involved, (4) different approaches are needed because practices and learning vary, and (5) discussing feedback with other people helps students learn. Current feedback systems mostly focused on how students communicate and behave professionally. Consumers, educators, and students all agree that consumers play a vital role in helping students learn during practical training. In the future, we need to work together to make feedback systems that let consumers help students in the best way possible, making sure it is constructive and safe for everyone.
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Affiliation(s)
- Thomas Bevitt
- Discipline of Occupational Therapy, Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - Robert B Pereira
- Discipline of Occupational Therapy, Faculty of Health, University of Canberra, Bruce, ACT, Australia
- Pear Tree Occupational Therapy, Geelong, Victoria, Australia
| | - Rachel Bacon
- Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - Stephen Isbel
- Discipline of Occupational Therapy, Faculty of Health, University of Canberra, Bruce, ACT, Australia
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Alberti S, Vannini V, Ghirotto L, Bonetti L, Rovesti S, Ferri P. Learning to teach with patients and caregivers: a focused ethnography. BMC MEDICAL EDUCATION 2024; 24:224. [PMID: 38433220 PMCID: PMC10910666 DOI: 10.1186/s12909-024-05197-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 02/19/2024] [Indexed: 03/05/2024]
Abstract
BACKGROUND Little is known about what happens when patients and caregivers are involved in an academic setting as co-teachers and how healthcare professionals approach a new model of partnership-based teaching. This study aimed to explore the learning and behavioural patterns of a group of healthcare professionals who were learning to teach with patients and caregivers as co-teachers in a post-graduate course. METHODS A focused ethnographic study involving 11 health professionals was conducted. Data were collected through participatory observation during the course, individual semi-structured interviews, and a follow-up focus group. Taxonomic analysis was performed. RESULTS Three categories were identified: 'group', 'role of narration' and 'applying co-teaching with patients and caregivers '. Specifically, heterogeneity, absence of hierarchies, and balanced relationships characterised the group dynamic and promoted partnership. Narration played a key role both in learning and in healthcare professionals' relationship with patients and caregivers and promoted emotional skills and self-awareness. Project planning and lessons simulations were essential aspects of the implementation process. CONCLUSIONS This focused ethnography helped further understanding of the context of a specific project involving patients and caregivers as co-teachers in healthcare professional education. The development of emotional skills and self-awareness are the main learning patterns of co-teaching, and interprofessionalism and balanced relationships are the basis of the behavioural patterns. These patterns facilitated the involvement of patients and caregivers in health education.
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Affiliation(s)
- Sara Alberti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy.
| | - Valeria Vannini
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS di Reggio Emilia, viale Umberto I, Reggio Emilia, 42123, Italy
| | - Loris Bonetti
- Nursing Research Competence Centre, Ente Ospedaliero Cantonale, str. Officina n°3, Bellinzona, 6500, Switzerland
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, str. Violino n°11, Manno, 6928, Switzerland
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
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Alsahafi A, Ling DLX, Newell M, Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MEDEDPUBLISH 2023; 12:11. [PMID: 37435429 PMCID: PMC10331851 DOI: 10.12688/mep.18940.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/14/2023] [Indexed: 07/13/2023] Open
Abstract
BACKGROUND Objective Structured Clinical Examination (OSCE) is a valid tool to assess the clinical skills of medical students. Feedback after OSCE is essential for student improvement and safe clinical practice. Many examiners do not provide helpful or insightful feedback in the text space provided after OSCE stations, which may adversely affect learning outcomes. The aim of this systematic review was to identify the best determinants for quality written feedback in the field of medicine. Methods: PubMed, Medline, Embase, CINHAL, Scopus, and Web of Science were searched for relevant literature up to February 2021. We included studies that described the quality of good/effective feedback in clinical skills assessment in the field of medicine. Four independent reviewers extracted determinants used to assess the quality of written feedback. The percentage agreement and kappa coefficients were calculated for each determinant. The ROBINS-I (Risk Of Bias In Non-randomized Studies of Interventions) tool was used to assess the risk of bias. RESULTS 14 studies were included in this systematic review. 10 determinants were identified for assessing feedback. The determinants with the highest agreement among reviewers were specific, described gap, balanced, constructive and behavioural; with kappa values of 0.79, 0.45, 0.33, 0.33 and 0.26 respectively. All other determinants had low agreement (kappa values below 0.22) indicating that even though they have been used in the literature, they might not be applicable for good quality feedback. The risk of bias was low or moderate overall. CONCLUSIONS This work suggests that good quality written feedback should be specific, balanced, and constructive in nature, and should describe the gap in student learning as well as observed behavioural actions in the exams. Integrating these determinants in OSCE assessment will help guide and support educators for providing effective feedback for the learner.
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Affiliation(s)
- Akram Alsahafi
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
- Department of Medical Education, College of Medicine, Taif University, Saudi Arabia, P.O Box 11099, Taif 21944, Saudi Arabia
| | - Davina Li Xin Ling
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
| | - Micheál Newell
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
| | - Thomas Kropmans
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
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Alberti S, Ferri P, Ghirotto L, Bonetti L, Rovesti S, Vannini V, Jackson M, Rossi F, Caleffi D. The patient involvement in nursing education: A mixed-methods systematic review. NURSE EDUCATION TODAY 2023; 128:105875. [PMID: 37336122 DOI: 10.1016/j.nedt.2023.105875] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Revised: 04/26/2023] [Accepted: 06/05/2023] [Indexed: 06/21/2023]
Abstract
OBJECTIVE To evaluate the effects patient involvement in nursing education has on students, patients and academic staff using a specific theoretical framework. DESIGN Mixed-methods systematic review based on Joanna Briggs Institute methodology (Prospero no. CRD42022327158). DATA SOURCES Seven databases (PubMed, Cochrane Library, Cinahl, PsychINFO, Scopus, ERIC, Embase), Google Scholar and reference lists were searched. REVIEW METHODS Qualitative, quantitative and mixed-method studies published from 2012 to 2022 were included. Two reviewers independently assessed the studies for eligibility and quality; any disagreement was discussed with a third reviewer. Data were extracted and analysed according to the Joanna Briggs Institute converged integrated approach. RESULTS Twenty-one qualitative, one quantitative and five mixed-methods studies met the inclusion criteria. Data were provided from three points of view: students, patients and academic staff. Student integrated findings included: (i) students' reactions towards patient involvement in education; (ii) students' views on the learning process and (iii) on ethical issue. From the patient point of view, the integrated findings addressed (i) patients' goals and effects on students' learning; (ii) how patients teach and get involved with students; (iii) how patients perceived their role; the patients' views on facilitators (iv) and barriers (v) in education; (vi) the perceived effects of being involved in education. Four integrated findings were derived from the academic staff's point of view: (i) academics' perceptions on patient vulnerability; (ii) perceived barriers to the efficacy of patient involvement in education; (iii) effects of patient involvement in nursing education; and (iv) methodological aspects of patient involvement in university curriculum. CONCLUSIONS This systematic review provides useful information from all stakeholders' perspectives on the effects of patient involvement in nursing education. It offers a broader view of the implications for implementation and for developing theoretical frameworks and hypotheses for future research.
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Affiliation(s)
- Sara Alberti
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy. https://twitter.com/SaraAl30973595
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
| | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS of Reggio Emilia, Italy
| | - Loris Bonetti
- Nursing Research Competence Centre, Department of Nursing, Ente Ospedaliero Cantonale (EOC), Switzerland; Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Switzerland.
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
| | - Valeria Vannini
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy; Azienda USL di Imola, Imola, Italy
| | - Mathieu Jackson
- Center of Excellence on Partnerships with Patients and the Public, University of Montreal Hospital Research Center, Canada
| | - Francesca Rossi
- EduCare Laboratory, Interdepartmental Center for Educational Innovation, University of Modena and Reggio Emilia, Modena, Italy
| | - Dalia Caleffi
- Azienda Ospedaliero-Universitaria di Modena, Modena, Italy
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Suikkala A, Koskinen S, Brasaitė-Abromė I, Fuster-Linares P, Lehwaldt D, Leino-Kilpi H, Meyer G, Sveinsdóttir H, Katajisto J. Psychometric testing of the facilitative student-patient relationship scale within six EUROPEAN countries. Nurs Open 2023; 10:2319-2328. [PMID: 36404294 PMCID: PMC10006592 DOI: 10.1002/nop2.1485] [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: 06/11/2022] [Revised: 10/02/2022] [Accepted: 11/04/2022] [Indexed: 11/22/2022] Open
Abstract
AIM The aim of the study was to test the psychometric properties of the Facilitative Student-Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. DESIGN A multi-country, cross-sectional survey design was applied. METHODS A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. RESULTS Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two-factor construct explaining 47.7% of the total variance, identifying two sub-scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two-factor structure. The Cronbach alpha coefficients (0.8-0.9) indicated acceptable reliability of the scale.
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Affiliation(s)
- Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | | | - Pilar Fuster-Linares
- Department of Nursing, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - Daniela Lehwaldt
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Gabriele Meyer
- Martin Luther University Halle-Wittenberg, Institute of Health and Nursing Science, Halle, Germany
| | | | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turun yliopisto, Finland
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Bevitt T, Isbel S, Pereira RB, Bacon R. Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’. Aust Occup Ther J 2022; 69:753-765. [PMID: 36372902 PMCID: PMC10098716 DOI: 10.1111/1440-1630.12853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 11/15/2022]
Abstract
INTRODUCTION Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on-campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. METHODS A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. FINDINGS Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator-controlled process to ensure safety for all stakeholders is required for time-poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. CONCLUSION Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co-design approach that involves all stakeholders to develop a feedback process may result in high-quality learning experiences that assist students to become safer, consumer-centred health professionals.
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Affiliation(s)
- Thomas Bevitt
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
| | - Stephen Isbel
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
| | - Robert B. Pereira
- Discipline of Occupational Therapy, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
- Hospital Admission Risk Program, Barwon Health Geelong Victoria Australia
| | - Rachel Bacon
- Discipline of Nutrition and Dietetics, Faculty of Health University of Canberra Bruce Australian Capital Territory Australia
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Alsahafi A, Ling DLX, Newell M, Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.18940.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Objective Structured Clinical Examination (OSCE) is a valid tool to assess the clinical skills of medical students. Feedback after OSCE is essential for student improvement and safe clinical practice. Many examiners do not provide helpful or insightful feedback in the text space provided after OSCE stations, which may adversely affect learning outcomes. The aim of this systematic review was to identify the best determinants for quality written feedback in the field of medicine. Methods: PubMed, Medline, Embase, CINHAL, Scopus, and Web of Science were searched for relevant literature up to February 2021. We included studies that described the quality of good/effective feedback in clinical skills assessment in the field of medicine. Four independent reviewers extracted determinants used to assess the quality of written feedback. The percentage agreement and kappa coefficients were calculated for each determinant. The ROBINS-I (Risk Of Bias In Non-randomized Studies of Interventions) tool was used to assess the risk of bias. Results: 14 studies were included in this systematic review. 10 determinants were identified for assessing feedback. The determinants with the highest agreement among reviewers were specific, described gap, balanced, constructive and behavioural; with kappa values of 0.79, 0.45, 0.33, 0.33 and 0.26 respectively. All other determinants had low agreement (kappa values below 0.22) indicating that even though they have been used in the literature, they might not be applicable for good quality feedback. The risk of bias was low or moderate overall. Conclusions: This work suggests that good quality written feedback should be specific, balanced, and constructive in nature, and should describe the gap in student learning as well as observed behavioural actions in the exams. Integrating these determinants in OSCE assessment will help guide and support educators for providing effective feedback for the learner.
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Ilangakoon C, Ajjawi R, Endacott R, Rees CE. The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review. Nurse Educ Pract 2021; 58:103255. [PMID: 34839064 DOI: 10.1016/j.nepr.2021.103255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 11/03/2021] [Accepted: 11/10/2021] [Indexed: 11/20/2022]
Abstract
AIM This integrative review aims to explore the relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education. BACKGROUND Research in higher education has shown that feedback practices can lead to students' developing evaluative judgement; thought critical for performance improvement and life-long learning. While literature in nursing and midwifery education has not yet employed the term 'evaluative judgement' explicitly, there might be similar concepts and practices that seek to develop students' judgement of performance that sustain learning beyond the immediate task. DESIGN An integrative review of the nursing and midwifery feedback literature. METHODS In February 2020, six online databases (CINAHL, ProQuest, Scopus, ERIC, PsycINFO, Ovid MEDLINE) were systematically searched for literature published between January 1989-February 2020. Synonyms for feedback and evaluative judgement were used to inform our search. This review included a rigorous team-based, five-stage approach: (1) identifying the problem; (2) conducting the search; (3) evaluating the data; (4) analysing the data; and (5) presenting the integrative review. RESULTS A total of 1408 studies were initially retrieved with 543 duplicates. 865 abstracts were screened using eligibility criteria, resulting in the exclusion of 835 studies. Thirty full-text studies were appraised for quality. Eighteen studies with diverse methodologies achieved a medium-high quality score for inclusion in data analysis. Conceptions of feedback and evaluative judgement were identified in all studies; despite none using the term 'evaluative judgement' explicitly. Thematic analysis of the studies resulted in seven themes: conceptions of feedback, purposes of feedback, sources of feedback, modes of feedback, conceptions of evaluative judgement, purposes of evaluative judgement and relationships between feedback and evaluative judgement. CONCLUSIONS While our findings supported contemporary higher education research, the feedback-evaluative judgement relationship is novel in nursing education. We encourage educators to design feedback activities privileging students' active engagement through dialogic feedback, reflection and self-assessment, to develop their evaluative judgement of practice.
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Affiliation(s)
- Chanika Ilangakoon
- Monash Nursing and Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Victoria, Australia; Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia.
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Victoria, Australia
| | - Ruth Endacott
- Monash Nursing and Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia; School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia
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O'Connor S, Zhang M, Trout KK, Snibsoer AK. Co-production in nursing and midwifery education: A systematic review of the literature. NURSE EDUCATION TODAY 2021; 102:104900. [PMID: 33905899 DOI: 10.1016/j.nedt.2021.104900] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 03/13/2021] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Co-producing aspects of nursing and midwifery education is increasingly being used in higher education to try to improve student learning and meet standards set by some professional accreditation bodies. This review aims to identify and synthesise evidence on this pedagogical approach. DESIGN Systematic review. DATA SOURCES Searches were conducted in CINAHL, ERIC, MEDLINE, and PubMed. REVIEW METHODS Four bibliographical databases were searched using relevant search terms between 2009 and 2019. Titles, abstracts, and full text papers were screened. Pertinent data were extracted and critical appraisal undertaken. Data were analysed using the framework approach and findings presented in a narrative summary. RESULTS Twenty-three studies were included. Two overarching themes emerged. The first focused on the impact of co-production on nursing and midwifery students, service users, and carers which had five subthemes; 1) acquiring new knowledge and skills, 2) gaining confidence and awareness, 3) building better relationships, 4) feeling vulnerable, and 5) attaining a sense of pride or enjoyment. The second theme centred on factors affecting how co-production was delivered which had three subthemes; 1) human interactional approach, 2) pedagogic quality, and 3) organisational environment. CONCLUSION This review provides a comprehensive update of the literature on co-production in nursing and midwifery education. Tentative evidence exists that participatory approaches could improve learning and positively impact on nursing and midwifery students, service users, and carers. Educators should consider adopting co-production and including students, service users, carers, practice staff, and other relevant stakeholders in this pedagogical process. However, more rigorous research examining how effective co-production is in improving learning over traditional methods is warranted given the additional resources required to deliver it.
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Affiliation(s)
- Siobhan O'Connor
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.
| | - Mengying Zhang
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.
| | | | - Anne Kristin Snibsoer
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway.
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Suikkala A, Koskinen S, Katajisto J, Leino-Kilpi H. Congruence between nursing students' and patients' views of student-patient relationships. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:79-115. [PMID: 32436071 PMCID: PMC7900057 DOI: 10.1007/s10459-020-09972-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2019] [Accepted: 04/27/2020] [Indexed: 06/11/2023]
Abstract
The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student-patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students' and patients' views of their relationship during students' clinical placement. The study compared data from cross-sectional matched cohort pairs of nursing students (n = 187) and patients (n = 187) in Finland. The data were collected between March 2015 and May 2016 using corresponding questionnaires and procedures in both cases. Both students' and patients' views were moderately or weakly congruent in terms of facilitative relationship, characterised as a mutually enriching relationship for both students and patients through dialogue. Patients, however, tended to see the relationship significantly more often as mechanistic, focusing on students learning practical skills, compared to students who saw the relationship more often as facilitative. Patients' age and the reasons for care were the only background variables that predicted the congruence between students' and patients' views of their relationships. These findings suggest ways in which student-patient relationships can be made more meaningful in supporting learning in clinical education.
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Affiliation(s)
- Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland.
- Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
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Suikkala A, Leino-Kilpi H, Katajisto J. Nursing student-patient relationship - a 10-year comparison study in Finland. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2019-0125/ijnes-2019-0125.xml. [PMID: 33151176 DOI: 10.1515/ijnes-2019-0125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Accepted: 10/13/2020] [Indexed: 12/11/2022]
Abstract
Objective This study aimed to describe and compare the group-level findings from 2005-2006 and 2015-2016 regarding students' and patients' views of the nursing student-patient relationship and associated factors. Methods The data were in both cases collected using Student-Patient Relationship Scales. The data were analysed statistically. Results In both student cohorts, authoritative and facilitative student-patient relationships were reported by the students more frequently than mechanistic relationships. Authoritative relationships were most common in both patient cohorts, whereas facilitative relationships had become more frequent than mechanistic relationships. A positive change of views in the student and patient cohorts was found in factors associated with the relationship. Conclusion In order to strengthen a clinical learning culture that reflects a facilitative student-patient relationship, further research is needed on the processes and outcomes of that relationship.
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Affiliation(s)
- Arja Suikkala
- University of Turku, Department of Nursing Science, University of Turku, Turku, Finland and Diaconia University of Applied Sciences, Helsinki, Finland
| | - Helena Leino-Kilpi
- University of Turku, Department of Nursing Science, University of Turku, Turku, Finland, andTurku University Hospital, Turku, Finland
| | - Jouko Katajisto
- University of Turku, Department of Mathematics and Statistics, Turku, Finland
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Debyser B, Van Hecke A, Duprez V, Malfait S, Beeckman D, Verhaeghe S. The evaluation of nursing students by patients instrument (ENSPA): Development and validation. NURSE EDUCATION TODAY 2020; 89:104391. [PMID: 32200134 DOI: 10.1016/j.nedt.2020.104391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2019] [Revised: 12/16/2019] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Patient participation is increasingly used in different aspects of healthcare due to its positive outcomes. Still, instruments for involving patients in the evaluation of nursing students during their internship are scarce. OBJECTIVES To develop and validate an instrument that enables patients to evaluate nursing students during their internship. DESIGN AND METHODS A 3-phased validation process was conducted: (1) development of an instrument through literature and patient interviews; (2) content and response process validation by use of cognitive interviews and pilot-testing; (3) testing construct validity and reliability of the instrument which was completed by 244 hospitalized patients. SETTINGS AND PARTICIPANTS Patients from a variety of wards in a general hospital were recruited for the different phases. In phase 1, 17 interviews and 47 thought shower sessions with patients were performed. In phase 2, 9 cognitive interviews and pilot testing by 4 patients evaluating actual nursing students were used to refine the instrument. In phase 3, 380 patients were eligible to participate. Of these patients, 317 completed the instrument. A sample of 244 completed instruments was useful to perform the psychometric analyses. To assess the test-retest reliability, 50 patients completed the instrument twice with a 4 hour time interval. RESULTS The 19-item Evaluation of Nursing Students by Patients instrument (ENSPa) is designed. The ENSPa-instrument comprises 7 items that assess whether the patient can place trust in the student, 5 items evaluating person-oriented skills, 4 items appraising caring and 3 items to grade the integrity and honesty of the nursing students. Each item is scored both for importance and rating. The instrument shows high reliability and consistency ratings. CONCLUSIONS The ENSPa-instrument is a valuable instrument for collecting data on the performance and skills of nursing students during their internship from the patient's perspective. By receiving structured feedback from patients, important learning opportunities are created for nursing students.
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Affiliation(s)
- Bart Debyser
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; VIVES University of Applied Sciences, Doorniksesteenweg 145, 8500 Kortrijk, Belgium; Psychiatric Hospital, Pittem, Centre for Psychiatry & Psychotherapy Clinic St-Joseph, Boterstraat 6, 8740 Pittem, Belgium.
| | - Ann Van Hecke
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; Nursing Department, Ghent University Hospital, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Veerle Duprez
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Simon Malfait
- Strategic Unit, Ghent University Hospital, Corneel Heymanslaan 10, B-9000 Ghent, Belgium.
| | - Dimitri Beeckman
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; Skin Integrity Research Group (SKINT), University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; School of Health Sciences, Örebro University, Sweden; School of Nursing and Midwifery, Royal College of Surgeons in Ireland, Ireland.
| | - Sofie Verhaeghe
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Ghent University, UZ Gent, 5K3, Corneel Heymanslaan 10, B-9000 Ghent, Belgium; VIVES University of Applied Sciences, Doorniksesteenweg 145, 8500 Kortrijk, Belgium.
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Suikkala A, Koskinen S, Leino-Kilpi H. Patients’ involvement in nursing students’ clinical education: A scoping review. Int J Nurs Stud 2018; 84:40-51. [DOI: 10.1016/j.ijnurstu.2018.04.010] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2017] [Revised: 04/10/2018] [Accepted: 04/12/2018] [Indexed: 12/16/2022]
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