Effects of student-led drama on nursing students' attitudes to interprofessional working and nursing advocacy: A pre-test post-test educational intervention study

BACKGROUND

Nursing educators need to equip students to work in interprofessional teams and advocate for patients in increasingly integrated health and social care settings. Drama-based education has been used in nursing to help students understand complex concepts and practices, including communication, empathy, and patient safety. However, few studies have evaluated drama-based education to promote understanding of interprofessional care and advocacy, and none have involved student-led drama where students create dramatic performances to support learning.

OBJECTIVES

To examine the effects of student-led drama on student nurses' attitudes to interprofessional working and advocacy.

DESIGN

Pre-test post-test educational intervention study.

SETTINGS

Public university in Scotland.

PARTICIPANTS

400 undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working.

METHODS

Students completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated Attitudes Towards Healthcare Teams Scale (ATHCTS) and Protective Nursing Advocacy Scale (PNAS). Change in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen's d to estimate effect size.

RESULTS

ATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the 'acting as an advocate' (4.18 to 4.51, p < 0.001, d = 0.81) and 'environmental and educational influences' subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change.

CONCLUSIONS

Education based on plays created and performed by student nurses led to significant improvements in student nurses' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.

Critical thinking and diagnostic reasoning when advanced practitioners assess and treat skin conditions

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Conducting a consultation and clinical assessment of the skin for advanced clinical practitioners

Advanced clinical practitioner (ACP) roles require a broad range of knowledge of both medical and surgical areas and the ability to work autonomously in a variety of settings. Despite around half of the UK adult population presenting with a skin condition requiring attention at some point, this is an area many ACPs feel unprepared to manage. However, due to the complexity and large number of potential diagnoses, it is imperative that ACPs develop their knowledge of skin conditions so that they can confidently conduct consultations with patients. This clinical review presents the key elements of patient consultation, history taking and assessment of the skin. This is designed to support novice ACPs, whether working in acute hospital settings or primary care, to develop an understanding of the key points that should be included when consulting with and assessing the skin of patients outwith the dermatology setting.

District nurses' experiences with a caseload profiling tool: a service evaluation

Caseload profiling is being advocated as a method to measure, manage and evidence increasingly complex caseloads in district nursing. However, there is no qualitative work on district nurses' experiences of applying caseload profiling to their caseloads. The aim of the service evaluation presented in this paper was to explore a working group's experiences of implementing a caseload-profiling tool to caseloads in district nursing in one community setting. As part of the service evaluation, three semi-structured interviews were conducted during meetings of the working group. Following data collection, thematic analysis supported the identification of three themes: barriers, facilitators and significance of data collected from caseload profiling. Subthemes were identified and compared with available literature and policy to enable new insights from practitioners to be gained. The service evaluation concluded that caseload profiling is a simple process that yields rich, complex data, with the data generated from the caseload profiles providing a method to evidence the complexity of district nursing caseloads and information to support proactive caseload management and identification of service delivery priorities.

Caseload profiling in district nursing: a systematic literature review

This systematic literature review aims to identify and appraise current evidence to establish if caseload profiling (CP) provides a strategy to support district nurses to evidence and manage increasingly complex caseloads. A total of 17 studies where thematically synthesised and recurrent themes were identified and summarised under the headings of: defining caseload profiling; caseload profiling in the context of caseload management; workload analysis and its relationship to caseload profiling; potential impact of caseload profiling; and potential barriers to caseload profiling. The literature review showed CP is a robust method of articulating the complexity of care and practitioners could use it to help manage their own caseloads. However, the literature is mainly founded on expert opinion and further research is needed to strengthen the validity of the evidence.