Arja Suikkala1, Sanna Koskinen2, Helena Leino-Kilpi3. 1. Department of Nursing Science, 20014, University of Turku, Turku, Finland. Electronic address: arja.suikkala@utu.fi. 2. Department of Nursing Science, 20014, University of Turku, Turku, Finland. Electronic address: sanna.koskinen@utu.fi. 3. Department of Nursing Science, 20014, University of Turku, Turku, Finland; Hospital District of South-West Finland, Turku, Finland. Electronic address: helena.leino-kilpi@utu.fi.
Abstract
BACKGROUND: Actual contacts with patients are crucial in developing the skills that students need when working with patients. Patients are accustomed to the presence of students. The concept of learning from patients has emerged recently, shifting the focus from learning from professionals as role models to the relationship between the student and patient. AIM: With focus on patients' perspective in clinical practice placements, this scoping review aims to review and summarize the existing empirical literature regarding patients' involvement in nursing students' clinical education. DESIGN AND METHOD: A broad search without time limitations was performed in the databases CINAHL, Medline, PsycINFO and ERIC. A manual search was also performed. Only empirical studies describing aspects of patient involvement in nursing education from the patient's perspective were taken into account. Thirty-two studies published from 1985 to June 2016 met the selection criteria and were analysed using inductive content analysis. RESULTS: The perspective of real patients focused on their role in students' learning and assessment processes. In general, patients appreciated the opportunity to contribute to a student's learning process and thus enhance the quality of patient care. However, the patients' approaches varied from active to passive participants, comprising active participants contributing to students' learning, followers of care and advice, and learning platforms with whom students practiced their skills. Some patients perceived themselves as active participants who facilitated students' learning by sharing knowledge and experience about their own care and wellbeing as well as assessed students' performance by providing encouraging feedback. CONCLUSION: The state and degrees of patient involvement in nursing students' clinical education were made explicit by the literature reviewed. However, the number of studies examining the involvement of real patients in students' education in clinical settings is very limited. To understand this untapped resource better and to promote its full realization, recommendations for nursing education and future research are made.
BACKGROUND: Actual contacts with patients are crucial in developing the skills that students need when working with patients. Patients are accustomed to the presence of students. The concept of learning from patients has emerged recently, shifting the focus from learning from professionals as role models to the relationship between the student and patient. AIM: With focus on patients' perspective in clinical practice placements, this scoping review aims to review and summarize the existing empirical literature regarding patients' involvement in nursing students' clinical education. DESIGN AND METHOD: A broad search without time limitations was performed in the databases CINAHL, Medline, PsycINFO and ERIC. A manual search was also performed. Only empirical studies describing aspects of patient involvement in nursing education from the patient's perspective were taken into account. Thirty-two studies published from 1985 to June 2016 met the selection criteria and were analysed using inductive content analysis. RESULTS: The perspective of real patients focused on their role in students' learning and assessment processes. In general, patients appreciated the opportunity to contribute to a student's learning process and thus enhance the quality of patient care. However, the patients' approaches varied from active to passive participants, comprising active participants contributing to students' learning, followers of care and advice, and learning platforms with whom students practiced their skills. Some patients perceived themselves as active participants who facilitated students' learning by sharing knowledge and experience about their own care and wellbeing as well as assessed students' performance by providing encouraging feedback. CONCLUSION: The state and degrees of patient involvement in nursing students' clinical education were made explicit by the literature reviewed. However, the number of studies examining the involvement of real patients in students' education in clinical settings is very limited. To understand this untapped resource better and to promote its full realization, recommendations for nursing education and future research are made.
Authors: Ewa Kupcewicz; Elżbieta Grochans; Helena Kadučáková; Marzena Mikla; Aleksandra Bentkowska; Adam Kupcewicz; Anna Andruszkiewicz; Marcin Jóźwik Journal: J Pers Med Date: 2021-03-11
Authors: Arja Suikkala; Leena Timonen; Helena Leino-Kilpi; Jouko Katajisto; Camilla Strandell-Laine Journal: BMC Med Educ Date: 2021-04-22 Impact factor: 2.463