Sara Pedregosa1, Núria Fabrellas2, Ester Risco3, Mariana Pereira4, Małgorzata Stefaniak5, Fisun Şenuzun6, Sandra Martin7, Adelaida Zabalegui8. 1. Hospital Clinic de Barcelona, Barcelona, Spain. 2. Faculty of Medicine and Health Sciences, School of Nursing, University of Barcelona, Barcelona, Spain. 3. Parc Sanitari Pere Virgili, Barcelona, Spain. 4. Instituto Politécnico de Setúbal, Setúbal, Portugal. 5. Medical University of Warsaw, Warszawa, Poland. 6. Ege University Faculty of Nursing Internal Medicine Nursing, Izmir, Turkey. 7. Center of Expertise Health Innovation at UC Leuven-Limburg, Leuven, Belgium. 8. Hospital Clinic de Barcelona, Barcelona, Spain. azabaleg@clinic.cat.
Abstract
BACKGROUND: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. METHODS: We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants' responses to the Consolidated Framework for Implementation Research construct questions. RESULTS: Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. CONCLUSIONS: This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.
BACKGROUND: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. METHODS: We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants' responses to the Consolidated Framework for Implementation Research construct questions. RESULTS: Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. CONCLUSIONS: This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.
Entities:
Keywords:
Clinical education; Clinical learning environment; Consolidated framework for implementation research; Dedicated education unit; Nursing students
Authors: Laura J Damschroder; David E Goodrich; Claire H Robinson; Carol E Fletcher; Julie C Lowery Journal: BMC Health Serv Res Date: 2011-09-30 Impact factor: 2.655
Authors: M Alexis Kirk; Caitlin Kelley; Nicholas Yankey; Sarah A Birken; Brenton Abadie; Laura Damschroder Journal: Implement Sci Date: 2016-05-17 Impact factor: 7.327