Knowledge translation is a time-consuming and collaborative endeavour. On the basis of our experience we advocate the implementation and use of a conceptual framework for the entire process of knowledge translation. More descriptions of knowledge translation in the nursing discipline are needed to inspire and advise in this process.
The aim of this study was to investigate action learning as an implementation method in a large-scale project with many participants in several autonomous and geographically spread groups. The focus of the implementation was the Model of Practical Skill Performance as a learning and supervision tool in the clinical education of nursing students. Nineteen action learning groups were established, and a total of 129 clinical supervisors and 13 facilitators were involved. To evaluate the implementation process, qualitative data were generated through three focus group interviews, questionnaires, and notes. Data illuminate clinical supervisors’ perceptions of value, impact, and sustainability when they participate in an action learning group to become familiar with the Model of Practical Skill Performance. The deductive data analysis was guided by central concepts from action learning. Action learning proved to be an engaging and effective tool in the implementation where the main strength seemed to be the autonomous local group supporting collective reflections on actions. Clinical supervisors had the right competences to adopt a reflective process-oriented approach, which is the hallmark of action learning. This study shows the necessity of collaboration between stakeholders in practice, education, and management to implement large-scale projects in clinical practice. The findings imply that managers should choose participants on the basis of their motivation and their voluntary wish to participate and that nurses’ immersion in the project over time aids implementation.
Artiklen har fokus på, hvordan læring af praktiske færdigheder kan understøttes og evalueres. Forfatterne er i forbindelse med en litteraturgennemgang blevet opmærksomme på, at der i såvel sygeplejerskeuddannelsen som i lægeuddannelsen arbejdes med at skærpe et analytisk perspektiv på og finde systematiske metoder, som kan give støtte til læring og evaluering af praktiske færdigheder. Artiklen argumenterer for potentialerne i at udvikle et såkaldt globalt vejlednings- og evalueringsinstrument, der er knyttet til læring af praktiske færdigheder. Et globalt instrument er kendetegnet ved at være generisk (kan anvendes til forskellige praktiske procedurer), holistisk (inddrager såvel humanistiske som proceduremæssige og tekniske elementer), multiprofessionelt (kan anvendes af forskellige professioner), multigraderet (kan anvendes af såvel novicer som erfarne praktikere) og multimodalt (kan anvendes i forskellige kontekster). I artiklen præsenteres og diskuteres potentialerne i to globale instrumenter eller modeller til læring og evaluering af praktiske færdigheder. De to modeller er The Leicester Clinical Procedure Assessment Tool og Model for praktisk færdighedsudøvelse. Med artiklen vil vi gerne invitere til fagdidaktiske drøftelser med andre universiteter og professionshøjskoler om at videreudvikle globale undervisnings- og evalueringsinstrumenter. Bag dette ligger også et ønske om at få en dybere indsigt i de praktiske handlingers natur. Målet med at udvikle et globalt vejlednings- og evalueringsredskab er at styrke de studerendes kompetencer til at udføre praktiske handlinger med kvalitet samt at give dem redskaber til at tilegne sig nye praktiske færdigheder i deres fremtidige karriere. The article focuses on how the learning of practical skills can be supported and evaluated. In connection with a literature review, the authors became aware of efforts to find an analytical perspective and a systematic method that can support learning and evaluation of practical skills in both nursing and medicine. The article argues in favour of the benefits of developing a so-called global instrument in teaching and formative evaluation. Two potential models are presented and discussed: The Leicester Clinical Procedure Assessment Tool and The Model of Practical Skill Performance. The authors hope this research will stimulate interest in other research settings. Collaboration is needed both on the development of global instruments that help students strengthen competence and improve their performance, and on the development of a deeper understanding of the nature of practical skills.
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