Can nurses teach tomorrow's doctors? A nursing perspective on involvement in community-based medical education

Howe, Amanda; Crofts, Deborah; Billingham, Kate

doi:10.1080/01421590050175569

Cited by 18 publications

(2 citation statements)

References 15 publications

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“…Overwhelmingly the teaching contribution was informal and recognition was limited with a very small group receiving a time allowance or financial remuneration to the nursing or midwifery budget for the extra responsibility. These findings are consistent with previous research 8 , 11 . The majority of respondents stated that they believed collegial teaching was part of their role, and agreement was significantly associated with advanced education and older age.…”

Section: Discussionsupporting

confidence: 91%

Medical education and informal teaching by nurses and midwives

et al. 2014

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ObjectivesThe aim of this study was to examine the contribution of nurses and midwives to the education of medical colleagues in the clinical context.MethodsThe research design was a cross-sectional survey using an online questionnaire. A subsample of 2906 respondents, from a total of 4763 nurses and midwives participating in a web-based study, had taught doctors in the 12 months prior to the survey. The questionnaire generated mainly categorical data analysed with descriptive statistics.ResultsIn the group of respondents who taught doctors (n =2906), most provided informal teaching (92.9%, n=2677). Nearly a quarter (23.9%, n=695) self-rated the amount of time spent teaching as at least moderate in duration. The most common named teaching topics were documentation (74.8%, n=2005) and implementing unit procedures (74.3, n=1987), followed by medication charting (61.9%, n=1657) and choosing correct medications (55.8%, n=1493). Respondents felt their contributions were unrecognised by the doctors and students they taught (43.9%, n=1256).ConclusionsEducational contributions while unrecognised could be considered positively by the respondents. However, discussion of teaching responsibilities is necessary to support the development of teaching protocols and supervision responsibilities as respondents reported teaching clinical medical tasks related to medications, consent and other skills within the medical domain. Study limitations include the nature of self-reported responses which cannot be validated and data drawn from a survey concluded in 2009.

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Section: Discussionsupporting

confidence: 91%

Medical education and informal teaching by nurses and midwives

et al. 2014

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“…In addition to providing leadership, health providers working in community settings are also well placed to link academia with the health care system. If appropriately trained, health providers in community settings can help train other health professionals and undergraduate students to achieve the transfer of skills such as communication, counselling, health education and advocacy as these skills require one-on-one supervision and are not feasible to teach in busy, tertiary hospitals [18] Prideaux [19] and Irby [20] too, provide evidence that clinicians working in community settings can be effective role models, supervisors and teachers.…”

Section: Discussionmentioning

confidence: 99%

Does community health care require different competencies from physicians and nurses?

2014

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BackgroundRecently competency approach in Health Professionals’ Education (HPE) has become quite popular and for an effective competency based HPE, it is important to design the curriculum around the health care needs of the population to be served and on the expected roles of the health care providers. Unfortunately, in community settings roles of health providers tend to be described less clearly, particularly at the Primary Health Care (PHC) level where a multidisciplinary and appropriately prepared health team is generally lacking. Moreover, to tailor the education on community needs there is no substantial evidence on what specific requirements the providers must be prepared for.MethodsThis study has explored specific tasks of physicians and nurses employed to work in primary or secondary health care units in a context where there is a structural scarcity of community health care providers. In-depth Interviews of 11 physicians and 06 nurses working in community settings of Pakistan were conducted along with review of their job descriptions.ResultsAt all levels of health settings, physicians’ were mostly engaged with diagnosing and prescribing medical illness of patients coming to health center and nurses depending on their employer were either providing preventive health care activities, assisting physicians or occupied in day to day management of health center. Geographical location or level of health facility did not have major effect on the roles being expected or performed, however the factors that determined the roles performed by health providers were employer expectations, preparation of health providers for providing community based care, role clarity and availability of resources including health team at health facilities.ConclusionsExploration of specific tasks of physicians and nurses working in community settings provide a useful framework to map competencies, and can help educators revisit the curricula and instructional designs accordingly. Furthermore, in community settings there are many synergies between the roles of physicians and nurses which could be simulated as learning activities; at the same time these two groups of health providers offer distinct sets of services, which must be harnessed to build effective, non-hierarchal, collaborative health teams.

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