Background Many medical schools have implemented curricula to teach non-technical skills, a personal set of complex social and cognitive skills which are grounded in human factors safety industries in and out of health. Consensus on how to assess these skills is lacking. This systematic review aimed to evaluate the evidence regarding non-technical skills assessments in undergraduate medical education, to describe the tools used, learning outcomes and the validity, reliability and psychometrics of the instruments. Given the discrete context, a focussed review model is being deployed. Methods Studies describing assessment methods as either the focus of the study or having non-technical skills assessment as an outcome measure of the research were considered. A standardized search of online databases was conducted and consensus reached on included studies. Data extraction, quality assessment and content analysis were conducted per Best Evidence in Medical Education guidelines. Results Nine papers met the inclusion criteria. Assessment methods broadly fell into three categories: simulated clinical scenarios, objective structured clinical examinations, and questionnaires or written assessments. Details of methodology were synthesised to support readers developing their own materials. Tools to assess non-technical skills were often developed locally, in 4 response to specific educational interventions, without reference to conceptual frameworks. Consequently, the tools were rarely validated, limiting dissemination and replication. The majority of studies achieved outcomes modifying knowledge and skills of participants. Two studies resulted in behavioural change and one resulted in change in practice. Conclusions There were clear themes in content and broad categories in methods of assessments employed, with the OSCE identified as most able to assess multiple related skills at once. The quality of this evidence was poor due to lack of theoretical underpinning, with most assessments not part of normal process, but rather produced as a specific outcome measure for a teaching based study. Data on validity, reliability and learning outcomes was not available so these questions cannot be addressed at this time. Whilst the current literature forms a good starting position for educators developing materials, there is a need for future work to address these weaknesses as such tools are required across health education.
Aims To explore stakeholder perspectives of compassion in nursing. Background Studies show that nurses’ compassion can be characterized by 11 characteristics. A growing body of research illustrates how courses aimed at teaching nursing students about compassion can be effective. Including the views of key stakeholders in the design of these programmes is recommended, yet the number of studies that have explored this are limited. Design This study used a qualitative exploratory design, applying a directed content and thematic analysis to the data. Methods Key stakeholders (N = 34), including nurse educators, nursing students, registered nurses and service user/patients, were recruited between September 2016 ‐ July 2017. Focus groups and semi‐structured one‐to‐one interviews were conducted. Data were transcribed verbatim. Directed content analysis and thematic analysis were applied to transcripts to address two separate research questions. Results In relation to question 1, ‘What are the characteristics of a compassionate nurse’? eight themes: (a) character; (b) self‐care; (c) connection; (d) empathy; (e) interpersonal skills; (f) communication; (g) competence; and (h) engagement, emerged from the content analysis. For question 2, ‘How can compassion be taught to nursing students’? there were five separate themes that emerged from the thematic analysis: (a) beliefs about teaching compassion; (b) motivation; (c) the 5 W’s needed to teach compassion to nursing students; (d) barriers to compassion in practice; and (e) compassion requires strength Conclusion The findings of this research support previous research into compassion in nursing. The Compassion Strengths model may serve as a framework for nursing students and nurses’ compassionate practice. This may also assist nurses internationally to develop further research in this vital area.
is a lecturer and has a special interest in law, ethics and medicines management. Margaret Lascelles EdD, RNSchool of Healthcare, University of Leeds, UK Margaret Lascelles is a Senior Nursing Lecturer with learning and teaching and research interests nursing and decision making, mentorship and practice learning. Alan Pearman PhDCentre for Decision Research, Leeds University Business School, University of Leeds, UK Alan Pearman is Professor of Management Decision Analysis, working with the Centre for Decision Research at the University of Leeds. His recent research has concentrated on understanding and supporting the decision making of multi-stakeholder groups. Barbara Summers PhDCentre for Decision Research, Leeds University Business School, University of Leeds, UK Barbara Summers is a Senior Lecturer in Decision Making. Her research focuses on individual decision making, especially in financial and health related contexts. AbstractThe ability to exhibit sound judgement and decision making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem based learning; simulation and feedback have been hypothesised to help with the development of critical thinking skills. In addition a curriculum that incorporates teaching on different ways in which judgements and decisions are reached can potentially help students identify how to avoid errors and mistakes in their clinical practice. Feedback has been shown to be a powerful tool to help with developing decision making skills; evidence for other approaches to teaching critical thinking and decision making skills is currently limited. This paper reviews theoretical concepts that provide a framework for decision making in nursing as well as methods by which it can be taught.
As healthcare increases in complexity there is growing awareness that interprofessional teamwork underpins safe and effective care delivery. However, in order to collaborate in interprofessional teams, health professionals must also train in them. Despite increasing interest in IPE amongst healthcare educators, and positive comments from students, barriers to its implementation remain. The authors of this article come from different healthcare professions and have overcome the challenges of developing IPE to devise several successful activities. This article outlines the educational benefits of IPE and provides guidance for surmounting obstacles to its implementation, supported by examples from our own experience.
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