Kerry Hood1, Robyn Cant2, Michelle Leech3, Julie Baulch3, Alana Gilbee3. 1. School of Nursing and Midwifery, Monash University, Clayton VIC 3168, Australia. Electronic address: kerry.hood@monash.edu. 2. School of Nursing and Midwifery, Monash University, Clayton VIC 3168, Australia. 3. Southern Clinical School, Monash University, Monash Medical Centre, Clayton VIC 3168, Australia.
Abstract
AIM: This study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital 'ward'. BACKGROUND: Undergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward. METHODS: Qualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey. RESULTS: Twenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in 'trying on' a professional role: 'experiencing independence and autonomy'; 'seeing clearly what nursing's all about'; 'altered images of other professions'; 'ways of communicating and collaborating' and 'becoming a functioning team'. CONCLUSIONS: Ward-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education.
AIM: This study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital 'ward'. BACKGROUND: Undergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward. METHODS: Qualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey. RESULTS: Twenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in 'trying on' a professional role: 'experiencing independence and autonomy'; 'seeing clearly what nursing's all about'; 'altered images of other professions'; 'ways of communicating and collaborating' and 'becoming a functioning team'. CONCLUSIONS: Ward-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education.
Authors: Abby A Kahaleh; Jennifer Danielson; Kari L Franson; Wesley A Nuffer; Elena M Umland Journal: Am J Pharm Educ Date: 2015-08-25 Impact factor: 2.047