A student-centered clinical educational unit – Description of a reflective learning model

Lindahl, Berit; Dagborn, Kerstin; Nilsson, M.

doi:10.1016/j.nepr.2008.03.008

Cited by 42 publications

(37 citation statements)

References 11 publications

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“…The university lecturers are connected to the ward in order to bridge theory and practice into the clinical education. [4,5] Managers are another important part of the caring and learning environment in CEUs. Thus, the different functions connected to the CEUs all aim at facilitating learning in clinical praxis and promoting excellent care.…”

Section: Setting and Participantsmentioning

confidence: 99%

“…Furthermore, the CEUs studied in this research and the larger project are evidence based and grounded in research within lifeworld-led didactics in caring science. [4,5] In CEUs, caring and learning are both foci and are given the same significance. In the encounter between the student and the patient, caring and learning take place simultaneously.…”

Section: Introductionmentioning

confidence: 99%

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Managers’ responsibility to support caring and learning in clinical education units

Eskilsson

Lindberg

Carlsson

et al. 2017

CNS

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Background: Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation changes. Objective: The purpose of this study was to describe how managers experience their responsibility to support the caring and learning environments in CEUs. Methods: The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological approach. The study was conducted at a hospital in Southern Sweden. Ten first-and second-line managers responsible for CEUs were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach. Results: The results show that clinical education unit managers regard the responsibility to support caring and learning environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that supports and challenges; and (3) bringing it all together -a daily struggle. Conclusions: In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements in nursing education and, therefore, improved patient care.

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Section: Setting and Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Managers’ responsibility to support caring and learning in clinical education units

Eskilsson

Lindberg

Carlsson

et al. 2017

CNS

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“…This can only be achieved by fostering critical thinking and self-awareness in clinical aspects. It is important for registered nurses to have an understanding of the word 'reflection' which according to Lindahl et al (2009) means 'a bending or turning back'.…”

Section: Reflective Skills Of Recipientmentioning

confidence: 99%

Conceptual framework for facilitating reflective practice by nurses in the clinical setting

Nelumbu¹,

Pretorius²

2015

IJANS

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Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. This paper presents the description of the conceptual framework to facilitate reflective practice for registered nurses in clinical settings. It focuses on the characteristics of the agent (lecturer as a facilitator) and recipients (registered nurses), the context of the clinical practice, the procedures for the facilitation of reflective practice and the terminus or the outcome of reflective practice as may they be demonstrated by quality nursing care for patients.

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“…For the planning and implementation of a competency-based curriculum, according to the articles that were reviewed, the following become necessary: (a) construction of partnerships in the community, sharing values about the care of patients and in the teaching-learning process (3,37) ; (b) meeting of the demands of the present Health and Education Policies, and of Nursing Teaching itself (38) ; and (c) reflective practice with a view to learning from the real situations of the world of work, with differentiated interventions that cause improvement in care and, consequently, strengthening of the Single Health System (18-19, 26, 39-42) .…”

Section: Implementation Of An Integrated Competency-oriented Curriculummentioning

confidence: 99%

“…In the dialog-based approach to competency, the authors recommend the need for a didactic of clinical training, a problem-based approach, and analysis of practices (50) and strategies of teaching-learning centered on presentation and resolution of problems/situations that are lived through in the daily work: education being understood as continuous, something that is constructed over the length of a whole life, between people who live and share together in society (37) .…”

Section: Implementation Of An Integrated Competency-oriented Curriculummentioning

confidence: 99%

Competency-Based Training in Nursing: Limits and Possibilities

Tonhom

Costa

Hamamoto

et al. 2014

Rev. esc. enferm. USP

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ReSuMoObjetivo: Analisar possibilidades e limites da formação em enfermagem por competência. Método: Revisão integrativa da literatura acerca do assunto e analise dos resultados de uma pesquisa de avaliação de um curso de enfermagem desenvolvida por áreas de competência, estabelecendo um diálogo entre a revisão e os resultados dessa pesquisa. Resultados: Quanto à vertente teórica de competência desses artigos, houve um predomínio da matriz construtivista, seguida da funcionalista e da dialógica. No diálogo entre a literatura e a pesquisa observaram-se limites e possibilidades no desenvolvimento de uma formação por áreas de competência. Conclusão: A abordagem dialógica de competência é a proposição que mais se aproxima do perfil definido pelas DCN para a formação em enfermagem, identificada também na pesquisa de avaliação analisada. No entanto, verificou-se que há aspectos que precisam ser mais bem trabalhados, como: parceria escola e serviço, papel do docente, papel do estudante e processo avaliativo. AbSTRACTObjective: To analyze the possibilities and limits of competency-based training in nursing. Method: An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results: On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion: The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation. ReSuMenObjetivo: Analizar posibilidades y límites de la formación en enfermería por competencia. Método: Revisión integrativa de la literatura sobre el asunto y análisis de los resultados de una investigación de evaluación de un curso de enfermería desarrollada por áreas de competencia, estableciendo un diálogo entre la revisión y los resultados de esa investigación. Resultados: Cuanto a la vertiente teórica de competencia de esos artículos, hubo un predominio de la matriz constructivista, seguida de la funcionalista y de la dialógica. En el diálogo entre la literatura y la investigación se observaron límites y posibilidades en el desarrollo de una formación por áreas de competencia. Conclusión: El abordaje dialógico de competencia es la proposición que más se aproxima del perfil definido por las DCN para la formación...

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A student-centered clinical educational unit – Description of a reflective learning model

Cited by 42 publications

References 11 publications

Managers’ responsibility to support caring and learning in clinical education units

Managers’ responsibility to support caring and learning in clinical education units

Conceptual framework for facilitating reflective practice by nurses in the clinical setting

Competency-Based Training in Nursing: Limits and Possibilities

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