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Albers MM, Reitsma MM, Benning KK, Gobbens RJJR, Timmermans OAAMJO, Nies HLGRH. Developing a theory of change model for a learning and innovation network: A qualitative study. Nurse Educ Pract 2024; 77:103954. [PMID: 38613983 DOI: 10.1016/j.nepr.2024.103954] [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] [Received: 12/07/2023] [Revised: 03/04/2024] [Accepted: 03/31/2024] [Indexed: 04/15/2024]
Abstract
AIM The aim of this study is to further develop a preliminary framework into a model that can translate mechanisms into output and impact, based on the views of those working in practice and the relations between the mechanisms: a model that can inform practitioners and organizations on what has to be in place to shape a learning and innovating environment in nursing. BACKGROUND A Learning and Innovation Network (LIN) is a network of healthcare professionals, students and education representatives who come together to be part of a nursing community to integrate education, research and practice to contribute to quality of care. In a previous study a preliminary framework was developed through a concept analysis based on publications. The preliminary framework describes input, throughput and output factors in a linear model that does not explain what the components entail in practice and how the components work together. DESIGN Focus groups. METHODS We designed a Theory of Change (ToC) in four phases. This was based on a focus group interview with lecturer practitioners (Phase 1); a first concept ToC based on thematic analysis of the focus group interview (Phase 2); three paired interviews where the ToC was presented to other lecturer practitioners to complement and verify the ToC model (Phase 3); and adjustment of the model based on the feedback of phase 3 (Phase 4). RESULTS The developed ToC model describes important preconditions that have to be in place to start a LIN: a shared vision, a facilitating support system and a diversity of participants who are open to change. It describes the mechanisms by which a wide range of activities can lead to an improvement of the quality of care through collaboration between practice, education and research by working, learning, performing practice based research and implementing new methods together. CONCLUSION This study gives a comprehensive overview of the concept of the 'Learning and Innovation Network' (LIN); how the activities in the LIN can lead to impact; and under what conditions. Previously published findings supported elements of the ToC model. The overarching ToC model and the detailed appendix offer a theoretical and practice-based model for practitioners, managers and policy makers.
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Affiliation(s)
- M Marjolein Albers
- Faculty of Health, Sports and Social Work, Inholland University of Applied Sciences, De Boelelaan 1109, Amsterdam 1081 HV, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
| | - M Margreet Reitsma
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands.
| | - K Kelsey Benning
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands.
| | - R J J Robbert Gobbens
- Faculty of Health, Sports and Social Work, Inholland University of Applied Sciences, De Boelelaan 1109, Amsterdam 1081 HV, the Netherlands; Zonnehuisgroep Amstelland, Groenelaan 7, Amstelveen 1186 AA, the Netherlands; Faculty of Medicine and Health Sciences, Department Family Medicine and Population Health, University of Antwerp, Universiteitsplein 1, Wilrijk 2610, Belgium; Tranzo, Tilburg University, Warandelaan 2, 5037 AB Tilburg, the Netherlands.
| | - O A A M J Olaf Timmermans
- Faculty of Medicine & Health Sciences, Centre for Research and Innovation in Care, University of Antwerp, Universiteitsplein 1, Wilrijk 2610, Belgium; Research Group Healthy Region, HZ University of Applied Sciences, Edisonweg 4, Vlissingen 4282 NW, the Netherlands.
| | - H L G R Henk Nies
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
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Aranaz Andrés JM, Espinel Ruiz MA, Manzano L, De Jesus Franco F. Evaluating the Integration of Patient Safety in Medical Training in Spain. Int J Public Health 2024; 69:1607093. [PMID: 38742098 PMCID: PMC11089277 DOI: 10.3389/ijph.2024.1607093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Accepted: 04/08/2024] [Indexed: 05/16/2024] Open
Abstract
Objectives: The aim of this study was to determine the degree of integration of patient safety in the training of medical faculties at universities in Spain. Methods: A descriptive, cross-sectional study was conducted. An assessment was made of the curse syllabi of Spanish medical schools, summarizing the proportion of faculties that present each of the topics recommended in the WHO's curriculum guide. Results: Of the 49 faculties, access to the curse syllabus of the subjects for the academic year 2023-2024 was obtained from 38 (78%). Although 82% of the faculties integrated some patient safety topic, only 56% included between 1 and 3 of the 11 topics recommended by WHO. The maximum number of integrated topics was 7, and this was only achieved by 1 faculty. Conclusion: There is progress in the incorporation of fundamental concepts in patient safety, but the comprehensive implementation of all topics recommended by the WHO in Spanish medical schools is insufficient.
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Affiliation(s)
- Jesús María Aranaz Andrés
- Department Preventive Medicine and Public Health, Ramón y Cajal University Hospital, Madrid, Spain
- Faculty of Health Sciences, Universidad Internacional de La Rioja, Logroño, La Rioja, Spain
- Ramón y Cajal Institute for Health Research, Madrid, Spain
| | - Marco Antonio Espinel Ruiz
- Department Preventive Medicine and Public Health, Ramón y Cajal University Hospital, Madrid, Spain
- Ramón y Cajal Institute for Health Research, Madrid, Spain
- Doctoral Program Health Science in Doctoral School of the University of Alcalá, Alcalá de Henares, Madrid, Spain
| | - Luis Manzano
- Ramón y Cajal Institute for Health Research, Madrid, Spain
- Department Internal Medicine, Ramón y Cajal University Hospital, Madrid, Spain
- Department of Medicine and Medical Specialities, School of Medicine and Health Sciences, University of Alcalá, Alcalá de Henares, Spain
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Torkaman M, Momennasab M, Yektatalab S, Eslami Shahrbabaki M. Nurses' patient safety competency, a predictor for safe care in psychiatric wards? Perspect Psychiatr Care 2022; 58:2854-2861. [PMID: 35780327 DOI: 10.1111/ppc.13133] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 04/21/2021] [Accepted: 06/08/2022] [Indexed: 11/28/2022] Open
Abstract
PURPOSE This study examined the relationship between patient safety competence and safe care from the viewpoints of nurses working in psychiatry wards. DESIGN AND METHODS The present descriptive correctional study was conducted in two psychiatry hospitals in Iran in 2020. All the nurses were selected as the study participants using the census sampling method (N = 209). FINDINGS Nurses' patient safety competency was at a low level (2.54 ± 0.52), but nurses' safe care was at a moderate level (242.08 ± 61.32). A strong positive relationship was found between the patients' safety competency and nurses' safe care (p = 0.001, r = 0.84). PRACTICE IMPLICATIONS Nursing managers should support nurses by providing the required resources and operational strategies to improve their competency and safe care in providing quality care.
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Affiliation(s)
- Mahya Torkaman
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Marzieh Momennasab
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, By Namazee Hospital, Shiraz, Iran
| | - Shahrzad Yektatalab
- Department of Nursing, Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mahin Eslami Shahrbabaki
- Neurology Research Center, Department of Shahid Beheshti Hospital, Afzalipour Medicine School, Kerman University of Medical Sciences, Kerman, Iran
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Marcomini I, Terzoni S, Destrebecq A. Teaching Strategies and Tools for Ensuring Safe and Quality Care: A Scoping Review. Nurs Educ Perspect 2021; 42:339-343. [PMID: 33896927 DOI: 10.1097/01.nep.0000000000000809] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
AIM The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework. METHOD The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al. RESULTS Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience. CONCLUSION The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.
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Affiliation(s)
- Ilaria Marcomini
- About the Authors Ilaria Marcomini, RN, is a PhD student and lecturer, University of Rome Tor Vergata, Rome, Italy. Stefano Terzoni, PhD, RN, is a lecturer, San Paolo Bachelor School of Nursing, University of Milan, Milan, Italy. Anne Destrebecq, PhD, RN, is an associate professor, University of Rome Tor Vergata. For more information, write to
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Marcellus L, Jantzen D, Humble R, Sawchuck D, Gordon C. Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review. JBI Evid Synth 2021; 19:2993-3039. [PMID: 34725312 DOI: 10.11124/jbies-20-00462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective was to review literature related to the dedicated education unit practice education model for undergraduate nursing students, and identify common characteristics and processes for implementing and sustaining this model. INTRODUCTION Although practice education is central to undergraduate nursing education, evidence-informed practices for learning in the clinical setting remain elusive. Changes to health care over the past decades related to the role and scope of practice for nurses, gradual shifts to community- and population-based care delivery, and expectations for interprofessional practice require forward-looking education models. The dedicated education unit model was developed in 1997 as a potential solution to globally recognized challenges in nursing education amidst discourses of nursing resource scarcity. Despite more than two decades of innovation and expansion, there is still limited understanding of the effectiveness of the dedicated education unit as a solution to those challenges, or for the anticipated benefits for students and patients, through enhanced evidence-informed health care. This analysis of the characteristics and processes of the model is timely for evaluating and sustaining implementation of the dedicated education unit across nursing practice and education settings. INCLUSION CRITERIA English-only publications related to the dedicated education unit practice education model for undergraduate nursing students in baccalaureate and associate degree programs using qualitative, quantitative, or mixed methods research, and quality improvement, program evaluation, and opinion publications were included. METHODS Using selected keywords including "dedicated education unit," we searched CINAHL, Google Scholar, MEDLINE, Academic Premier Search, ERIC, Cochrane Database of Systematic Reviews, JBI EBP Database, and ProQuest Dissertations and Theses. Two independent reviewers screened titles and abstracts against inclusion criteria. We reviewed reference lists for gray literature and additional references. Data were extracted from the included articles and categorized for characteristics and processes. Eighty-two publications from January 1997 to May 2020 were included. The findings were presented descriptively with tables and figures to support the data. RESULTS Dedicated education unit models were based on five characteristics and four processes. Characteristics of the dedicated education unit model included effective academic-practice partnership, adaptability to diverse contexts, unit culture of educational excellence, responsive and supportive unit leadership, and clarity of roles and responsibilities. Processes included building nurse and faculty capacity, facilitating student learning, communicating regularly at systems and unit levels, and evaluating and sustaining the model. CONCLUSIONS Evidence demonstrated that the dedicated education unit practice education model is well-established. However, there were existing gaps in this evidence, specifically evaluation and economic analyses. There was also limited attention to long-term sustainability of the model. The common characteristics and processes identified in this review may be used to support planning, implementation, and evaluation, including development and validation of evaluation tools. Although administrative infrastructure was noted as central to the dedicated education unit strategy, it was rarely acknowledged as part of management and thus also requires further study.
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Affiliation(s)
- Lenora Marcellus
- School of Nursing, University of Victoria, Victoria, BC Canada.,The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada
| | - Darlaine Jantzen
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,School of Nursing, Trinity Western University, Langley, BC, Canada
| | - Robin Humble
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Department of Nursing, Camosun College, Victoria, BC, Canada
| | - Diane Sawchuck
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Research and Capacity Building, Island Health, Victoria, BC, Canada
| | - Carol Gordon
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Libraries, University of Victoria, Victoria, BC, Canada
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Ji Y, Lee H, Lee T, Choi M, Lee H, Kim S, Do HK, Kim S, Chu SH, Park J, Kim YM, Park S. Developing an integrated curriculum for patient safety in an undergraduate nursing program: a case study. BMC Nurs 2021; 20:172. [PMID: 34535121 PMCID: PMC8447691 DOI: 10.1186/s12912-021-00694-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 08/28/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Nursing students' practical training should begin when students can apply core knowledge, skills, and attitudes related to patient safety. This necessitates an integrated curriculum in nursing education that links practice to the theory concerning patient safety to enhance patient safety competencies and quality in nursing care. This study aimed to develop an integrated curriculum that incorporates patient safety factors in the existing curriculum to increase patient safety competencies in nursing students. METHOD A case study approach was adopted to explain the development processes of a new curriculum integrating patient safety in the existing outcome-based curriculum of a nursing college. Based on the existing outcome-based curriculum of a nursing college, a four-step process was performed to integrate patient safety component, including quality improvement, into the curriculum: 1) literature review, 2) analysis of course syllabus, 3) selection of courses related to patient safety topics, and 4) development of evaluation tool. RESULTS The integrated patient safety curriculum was based on six topics: patient safety principles, teamwork, communication, patient engagement, risk management and, quality improvement, and International Patient Safety Goals. Based on the characteristics of the course according to the level of students in each year, the curriculum was integrated to address patient safety topics in seven courses (four theoretical and three practical). A Patient safety Competency self-assessment checklist was developed for students to naturally acquire patient safety competencies in clinical settings. CONCLUSIONS This study demonstrated that patient safety topics should be addressed in both theoretical and practical settings across the entire nursing curriculum per the continuity and sequence of education principles.
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Affiliation(s)
- Yoonjung Ji
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Hyeonkyeong Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Taewha Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Mona Choi
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Hyejung Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Sanghee Kim
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Hyunok Kim Do
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
- Joint Commission International, Illinois, United States
| | - Sunah Kim
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Sang Hui Chu
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Jeongok Park
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
| | - Young Man Kim
- College of Nursing, Research Institute of Nursing Science, Jeonbuk National University, Jeonju, Republic of Korea
| | - Soyoon Park
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea
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Albers M, Gobbens RJJ, Reitsma M, Timmermans OAAMJ, Nies HLGR. Learning and innovation network in nursing: A concept analysis. NURSE EDUCATION TODAY 2021; 104:104988. [PMID: 34246837 DOI: 10.1016/j.nedt.2021.104988] [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: 01/19/2021] [Revised: 04/26/2021] [Accepted: 05/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Approximately 4 years ago a new concept of learning in practice called the 'Learning and Innovation Network (LIN)' was introduced in The Netherlands. To develop a definition of the LIN, to identify working elements of the LIN in order to provide a preliminary framework for evaluation, a concept analysis was conducted. METHOD For the concept analysis, we adopted the method of Walker and Avant. We searched for relevant publications in the EBSCO host portal, grey literature and snowball searches, as well as Google internet searches and dictionary consults. RESULTS Compared to other forms of workplace learning, the LIN is in the centre of the research, education and practice triangle. The most important attributes of the LIN are social learning, innovation, daily practice, reflection and co-production. Often described antecedents are societal developments, such as increasing complexity of work, and time and space to learn. Frequently identified consequences are an attractive workplace, advancements of expertise of care professionals, innovations that endorse daily practice, improvement of quality of care and the integration of education and practice. CONCLUSIONS Based on the results of the concept analysis, we describe the LIN as 'a group of care professionals, students and an education representatives who come together in clinical practice and are all part of a learning and innovation community in nursing. They work together on practice-based projects in which they combine best practices, research evidence and client perspectives in order to innovate and improve quality of care and in which an integration of education, research and practice takes place'. We transferred the outcomes of the concept analysis to an input-throughput-output model that can be used as a preliminary framework for future research.
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Affiliation(s)
- M Albers
- Faculty of Health, Sports and Social Work, Inholland University of Apllied Sciences, De Boelelaan 1109, 1081 HV Amsterdam, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
| | - R J J Gobbens
- Faculty of Health, Sports and Social Work, Inholland University of Apllied Sciences, De Boelelaan 1109, 1081 HV Amsterdam, the Netherlands; Zonnehuisgroep Amstelland, Groenelaan 7, 1186 AA Amstelveen, the Netherlands; Faculty of Medicine and Health Sciences, Department Family Medicine and Population Health, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium.
| | - M Reitsma
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, 3527 GV Utrecht, the Netherlands.
| | - O A A M J Timmermans
- Faculty of Medicine & Health Sciences, Department of Nursing and Midwifery, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium; Research Group Healthy Region, HZ University of Applied Sciences, Edisonweg 4, 4282 NW Vlissingen, the Netherlands.
| | - H L G R Nies
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
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The Impact of Dedicated Education Model on Nursing Students' Outcomes: An Integrative Review. Nurse Educ 2021; 46:E113-E116. [PMID: 33958562 DOI: 10.1097/nne.0000000000001022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Dedicated education units (DEUs) provide an approach to clinical redesign in nursing education. However, the evidence supporting the application of the DEU model has not been systematically reviewed to assess the impact of this model on students' learning outcomes. PURPOSE This integrative review analyzed the evidence on the relationship between the DEU model and nursing students' learning outcomes. METHODS Electronic databases were searched for articles published between 1998 and 2019. Search terms used were dedicated education unit, academic collaboration, academic-practice partnership, and outcomes. A total of 24 articles informed this review. RESULTS Four categories emerged: clinical self-efficacy and confidence, teamwork and collaboration, knowledge and competency, and students' satisfaction. CONCLUSION The main findings support a positive relationship between the DEU model and students' learning outcomes. Research is still needed to investigate the impact of DEU models on students' problem-solving and clinical judgment.
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Markowski M, Bower H, Essex R, Yearley C. Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. J Clin Nurs 2021; 30:1519-1541. [PMID: 33461240 DOI: 10.1111/jocn.15661] [Citation(s) in RCA: 41] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 12/09/2020] [Accepted: 01/08/2021] [Indexed: 01/18/2023]
Abstract
AIMS To summarise the international empirical literature to provide a comprehensive overview of peer learning and collaborative practice placement models in health care and to synthesise their benefits and challenges. BACKGROUND Practical placements for students are in high demand due to the need for an increased nursing, midwifery and health professional workforce, thus collaborative placement models are an attractive solution to potentially increase placement capacity and enhance the student learning experience. DESIGN A systematic search of the literature and qualitative data synthesis using the PRISMA checklist and ENTREQ guidelines. REVIEW METHODS MEDLINE and CINAHL searched in March 2020. Quality appraisal of studies conducted. Collaborative models and empirical findings summarised. Reported benefits, challenges and implementation recommendations synthesised. Two tables developed for data representation. RESULTS 172 studies were identified by the search strategy. Of these, 47 articles were included for appraisal and synthesis. 30 articles employed qualitative, seven quantitative and ten mixed-methods approaches. Research took place in eight countries. The majority of studies employed focus groups, interviews as well as questionnaire design. The total participant sample was 3462 consisting of students and educators. CONCLUSIONS This review confirmed that any peer learning is beneficial in supporting students' confidence and team working skills. It is especially helpful when pairing first year with third-year students. The latter can demonstrate their clinical skills and prepare for working in practice. Simultaneously, expert-led learning is important for role modelling and for the recognition of acquired skills. Evidence on the optimal placement experience is inconclusive; however, it can be concluded that any form of collaborative placement model requires careful planning and continuous preparation for staff and students. RELEVANCE TO CLINICAL PRACTICE Decision makers should consider implementing at least some form of peer learning to assist students with peer support, and ideally work towards a collaborative learning environment.
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Affiliation(s)
- Marianne Markowski
- School of Health Sciences and the Institute for Lifecourse Development, Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
| | - Heather Bower
- Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
| | - Ryan Essex
- Institute for Lifecourse Development, Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
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Nursing Students' Knowledge of Patient Safety and Development of Competences Over their Academic Years: Findings from a Longitudinal Study. Zdr Varst 2021; 60:114-123. [PMID: 33822834 PMCID: PMC8015659 DOI: 10.2478/sjph-2021-0017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 02/03/2021] [Indexed: 11/20/2022] Open
Abstract
Introduction Future nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation. Methods A longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data. Results At the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11-4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06-4.26) and 3rd years (4.26; CI 95%, 4.16-4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20-4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07-4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27-4.47; p<0.01). Conclusions Nursing students' competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.
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Borren J, Harding T. Evolution of the Canterbury Dedicated Education Unit model. Nurse Educ Pract 2020; 46:102802. [PMID: 32619865 DOI: 10.1016/j.nepr.2020.102802] [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: 03/03/2018] [Revised: 11/29/2019] [Accepted: 05/01/2020] [Indexed: 11/24/2022]
Abstract
The Dedicated Education Unit (DEU) model of clinical teaching and learning represents a substantial shift in philosophy from the previous preceptorship model in undergraduate nursing education in Canterbury, New Zealand. This research aims to identify the factors underpinning the evolution of the Canterbury DEU model. It utilised a qualitative case study design with inductive and deductive thematic analysis of archival documents and three key informant interviews. Analysis identified centrality of relationships and a progressive culture shift as integral to the development of the Canterbury DEU. The relationships vital to the success of the DEU model are evidenced at varying organisational levels between the health care and education provider and have been essential to the substantive growth of the DEU model in Canterbury, from an initial five pilot sites in 2007 to 47 DEUs in 2017.
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Affiliation(s)
- Joanne Borren
- Ara Institute of Canterbury, 130 Madras Street, Christchurch, 8011, New Zealand.
| | - Thomas Harding
- University of Canterbury, Private Bag 4800, Christchurch, 8140, New Zealand
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Nguyen VNB, Lawrence K, McGillion A. The effectiveness of partnership models in clinical nursing education - A scoping review. NURSE EDUCATION TODAY 2020; 90:104438. [PMID: 32417527 DOI: 10.1016/j.nedt.2020.104438] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 03/14/2020] [Accepted: 04/07/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To examine the effectiveness of partnership models in clinical nursing education with regards to cost effectiveness; student employability, work-readiness, confidence, and competence; and stakeholders' satisfaction. DESIGN Scoping review. DATA SOURCES Research studies published in English were searched electronically through EbscoHost (CINAHL and ERIC), Scopus, Medline (via Ovid), ProQuest Central, and Web of Science databases. Criteria were developed to guide the selection of original studies published in English before 2019 for review. REVIEW METHODS Arksey and Malley's framework (2005) and relevant enhancements guided the conduct of the review. An informal appraisal of selected studies was applied. RESULTS Two theses and 31 articles with a variation in methodologies, methods, sample sizes, research populations and quality of evidence were included for review. Four themes were identified: (i) Description of partnership models in clinical education, (ii) length of model implementation prior to evaluation, (iii) positive qualitative findings, and (iv) quantitative findings limited by data collection periods and methods. CONCLUSIONS Shared among the reviewed studies is stakeholder view of the positive impacts of partnership models on the clinical learning environment, and the increased level of support and individualised instruction for students. However, the use of not fully validated survey instruments and the lack of description about the implementation period before evaluation in many reviewed studies limit the interpretation of quantifiable effect of the partnership models. This review identifies a lack of attention on student employability, work-readiness, cost evaluation, patient perspective, and partnership models in low-income countries. Future research to address these knowledge gaps using high quality data collection methods and rigorous research design is warranted.
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Affiliation(s)
- Van N B Nguyen
- Monash Centre for Scholarship in Health Education, Monash University, 27 Rainforest walk, Office 321, Clayton, VIC 3800, Australia.
| | - Karen Lawrence
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
| | - Anthony McGillion
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
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Exploring the Impact of a Dedicated Education Unit on New Graduate Nurses' Transition to Practice. J Nurses Prof Dev 2020; 36:121-128. [PMID: 32149894 DOI: 10.1097/nnd.0000000000000622] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Adequately preparing new graduate nurses for contemporary practice remains a challenge. This innovative mixed-method study explored the impact of a dedicated education unit on new graduate nurses' transition to practice. Results indicated that new graduate nurses with dedicated education unit experience were better prepared for contemporary practice compared to their peers with traditional clinical experiences. This study highlights the positive impact collaborative clinical teaching models can have on preparing new graduate nurses for practice.
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Williamson GR, Plowright H, Kane A, Bunce J, Clarke D, Jamison C. Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education. Nurse Educ Pract 2020; 43:102706. [PMID: 32001428 DOI: 10.1016/j.nepr.2020.102706] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 09/30/2019] [Accepted: 01/17/2020] [Indexed: 11/30/2022]
Abstract
Collaborative Learning in Practice is a model of placement learning for student nurses that is currently being implemented in the United Kingdom, apparently originating in Amsterdam. Potential benefits are reported to be increased placement capacity, reduced burdens on mentors as practice assessors, improvements in qualified nurses' job satisfaction, recruitment and retention, and better-developed preparedness for registrant practice amongst student nurses. We conducted a thorough, rigorous systematic review between October and December 2018 of the literature on Collaborative Learning in Practice to discover whether there was a research evidence base for these claims. We found nothing published in English in peer reviewed journals. We found 14 related papers, although these were about the Dedicated Education Unit concept, and we have conducted a narrative synthesis of them. Key findings support the assertions related to Collaborative Learning in Practice, albeit in different models of placement learning. Further research is necessary with Collaborative Learning in Practice stakeholders including staff and students, and regarding patient care metrics, to demonstrate benefits or otherwise and until that research takes place potential gains remain unproven.
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Affiliation(s)
- Graham R Williamson
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Hayley Plowright
- Royal Cornwall Hospitals NHS Trust, Treliske, Truro, Cornwall, TR1 3LJ, UK.
| | - Adele Kane
- School of Nursing and Midwifery, University of Plymouth, Drake Circus, Plymouth, Devon, PL48AA, UK.
| | - Jane Bunce
- Health Education England, Plumer House, Tailyour Rd, Plymouth, Devon, PL6 5DH, UK.
| | - Danny Clarke
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Caroline Jamison
- School of Nursing and Midwifery, University of Plymouth, The Knowledge Spa, Truro, Cornwall, TR1 3HD, UK.
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Implementation of a Dedicated Education Unit Model for ADN Students in a Rural Primary Care Setting. Nurse Educ 2019; 45:97-101. [DOI: 10.1097/nne.0000000000000711] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Crawford R, Jasonsmith A, Leuchars D, Naidu A, Pool L, Tosswill L, Trezise K, Wordsworth A. "Feeling part of a team" a mixed method evaluation of a dedicated education unit pilot programme. NURSE EDUCATION TODAY 2018; 68:165-171. [PMID: 29936132 DOI: 10.1016/j.nedt.2018.05.023] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 04/27/2018] [Accepted: 05/27/2018] [Indexed: 06/08/2023]
Abstract
The clinical learning environment is integral to the sustainability of the nursing workforce. Traditionally undergraduate nursing students were preceptored one-to-one with a registered nurse. With an increasingly complex clinical environment and more RNs working part-time, that model has become problematic. The Dedicated Education Unit (DEU) is a model of student learning whereby students are nurtured by all staff in a clinical area, clinical and academic staff collectively support the student and student learning is a collaborative process. In this study, a pilot DEU model in three clinical areas of one District Health Board in New Zealand was evaluated. These DEU are different from others reported in the literature as three unique nursing programmes from two Tertiary education providers (TEPs) in an urban area in New Zealand were involved in the pilot. The approach in this study was a mixed method descriptive evaluation design, undertaken in two phases: phase one was an online anonymous survey completed by 42 nurses and nurse managers employed in three DEUs and 24 undergraduate third year nursing students who were completing their final nine week pre-graduate placement. Phase two was six separate focus groups with registered nurses and undergraduate nursing students. Students (91%) and staff (85%) were satisfied with their participation in the DEU. Students described feeling part of the health care team and staff reported enjoying working with students from different programmes, also noting the supportive DEU structure gave them more opportunity to engage with student learning. Role clarification was an issue which needs to be resolved. Staff from three units at a District Health Board and three unique nursing programmes were able to develop learning partnerships, collaborating together to provide a positive, nurturing learning environment for nursing students and a clinical setting where nurses enjoyed their teaching/coaching roles.
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Affiliation(s)
- Ruth Crawford
- School of Health, Whitireia New Zealand, Porirua, New Zealand.
| | | | | | - Anjana Naidu
- Capital and Coast District Health Board, Wellington, New Zealand.
| | - Leanne Pool
- School of Health, Whitireia New Zealand, Porirua, New Zealand.
| | - Laura Tosswill
- Capital and Coast District Health Board, Wellington, New Zealand.
| | - Kathy Trezise
- Capital and Coast District Health Board, Wellington, New Zealand.
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Plemmons C, Clark M, Feng D. Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study. NURSE EDUCATION TODAY 2018; 62:107-111. [PMID: 29306749 DOI: 10.1016/j.nedt.2017.12.029] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2017] [Revised: 11/20/2017] [Accepted: 12/20/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Clinical education is vital to both the development of clinical self-efficacy and the integration of future nurses into health care teams. The dedicated education unit clinical teaching model is an innovative clinical partnership, which promotes skill development, professional growth, clinical self-efficacy, and integration as a team member. Blended clinical teaching models are combining features of the dedicated education unit and traditional clinical model. OBJECTIVES The aims of this study are to explore how each of three clinical teaching models (dedicated education unit, blended, traditional) affects clinical self-efficacy and attitude toward team process, and to compare the dedicated education unit model and blended model to traditional clinical. METHODS A nonequivalent control-group quasi-experimental design was utilized. The convenience sample of 272 entry-level baccalaureate nursing students included 84 students participating in a dedicated education unit model treatment group, 66 students participating in a blended model treatment group, and 122 students participating in a traditional model control group. Perceived clinical self-efficacy was evaluated by the pretest/posttest scores obtained on the General Self-Efficacy scale. Attitude toward team process was evaluated by the pretest/posttest scores obtained on the TeamSTEPPS® Teamwork Attitude Questionnaire. RESULTS All three clinical teaching models resulted in significant increases in both clinical self-efficacy (p=0.04) and attitude toward team process (p=0.003). Students participating in the dedicated education unit model (p=0.016) and students participating in the blended model (p<0.001) had significantly larger increases in clinical self-efficacy compared to students participating in the traditional model. CONCLUSIONS These findings support the use of dedicated education unit and blended clinical partnerships as effective alternatives to the traditional model to promote both clinical self-efficacy and team process among entry-level baccalaureate nursing students.
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Affiliation(s)
- Christina Plemmons
- West River Department, College of Nursing, South Dakota State University, 1011 11th Street, Rapid City, SD 57701, United States.
| | - Michele Clark
- School of Nursing, University of Nevada, Las Vegas, 4505 S. Maryland Parkway Box 453018, Las Vegas, NV 89154-3018, United States.
| | - Du Feng
- School of Nursing, University of Nevada, Las Vegas, 4505 S. Maryland Parkway Box 453018, Las Vegas, NV 89154-3018, United States.
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