Baccalaureate Nursing Students’ Experience of Dyadic Learning in an Acute Care Setting

Trueman, Gregg; Osuji, Joseph; Hussein, Mohamed Toufic El

doi:10.3928/01484834-20140821-23

Cited by 10 publications

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“…Third, our findings did not always align with previous literature from other health professions 43‐50 . In these studies, dyad learning was often tested in the beginning of clinical rotations.…”

Section: Discussioncontrasting

confidence: 92%

Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

et al. 2021

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Introduction Dyad learning occurs when two students work together to acquire new skills and knowledge. Several studies have provided evidence to support the educational rationale for dyad learning in the controlled simulated setting. However, the role of dyad learning in the clinical setting remains uncertain. Unlike the simulated setting, learning in the clinical setting depends on a complex interplay between medical students, doctors, nurses and patients potentially making dyad learning less valuable in clerkships. The objective of this study was to explore how key stakeholders perceive the value of implementing dyad learning during medical students’ clinical clerkships. Methods In a constructivist qualitative study, we conducted 51 semi‐structured interviews with 36 key stakeholders involved in dyad learning, including 10 medical students, 12 doctors, five nurses and nine patients. Data were coded inductively using thematic analysis, then coded deductively using stakeholder theory as a theoretical framework. Results We found that stakeholders generally perceived the educational impact of dyad learning in the clinical setting similarly but disagreed on its value. Students emphasised that dyad learning made them participate more actively during patient encounters and patients did not mind having two students present. Doctors and nurses considered dyad learning disruptive to the balance between service and training and reported that it did not resonate with their perception of good patient care. Conclusion Dyad learning enables students to be more active during their clinical clerkships, but it easily disrupts the balance between service and training. This disruption may be exacerbated by the shifted balance in priorities and values between different stakeholder groups, as well as by making implicit teaching obligations more explicit for supervising doctors and nurses. Consequently, implementing dyad learning may not be perceived as valuable by doctors and nurses in the clinical setting, regardless of its pedagogical rationale.

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Section: Discussioncontrasting

confidence: 92%

Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

et al. 2021

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“…Finally, Trueman et al 26 used a phenomenological approach to explore students' experiences of dydactic learning in an acute care setting. Data were collected from students' weekly journals and individual interviews at the end of their clinical rotation.…”

Section: Discussionmentioning

confidence: 99%

Learning Outcomes Attributed to Prelicensure Clinical Education in Nursing

et al. 2021

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Background: Educators agree that clinical experiences are vital to the development of a graduate nurse; however, there is little research on student learning outcomes related to these experiences. Purpose: The purpose of this systematic review was to examine qualitative studies of student learning in traditional clinical models. Methods: A systematic review was conducted following the Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria. Nine electronic databases were searched using 43 search terms. Full-text review was completed on 109 articles, with 26 undergoing critical appraisal. Results: Only 6 qualitative studies reported learning outcomes attributed to clinical education models, focusing on experiences in foreign clinical placements, nurse-run clinics, the night shift, transition to professional identity, practicing as a clinical dyad, and development of caring skills. Conclusions: The results of the systematic review of qualitative research that studied outcomes of prelicensure clinical education were insufficient to provide recommendations for traditional clinical education that are supported by evidence.

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Gruber

Harteis

2018

Professional and Practice-Based Learning

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Baccalaureate Nursing Students’ Experience of Dyadic Learning in an Acute Care Setting

Cited by 10 publications

References 39 publications

Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

Learning Outcomes Attributed to Prelicensure Clinical Education in Nursing

Supporting the Maintenance of Expertise

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