Dedicated education units as a clinical rotation for nursing students: a scoping review protocol

Harris, Janet; Keller, Sheila D.; Hinton, Elizabeth

doi:10.11124/jbisrir-2017-003519

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…In the USA, "dedicated education units" (DEUs) have been introduced where students are given responsibility to deliver patient care under close collaborative support from education and hospital organizations (Moscato, Miller, & Logsdon, 2007;Murray & James, 2012). A key driver for the establishment of DEUs is the reduction in the availability of clinical placements and supervising faculty staff to support a relatively small number of learners within each individual placement (Harris, Keller, & Hinton, 2018). Practice learning within DEUs may feature "learning dyads" where paired nursing students share decision-making whilst working to care for patients (Mulready-Shick, Kafel, Banister, & Mylott, 2009).…”

Section: Introductionmentioning

confidence: 99%

“Coaching and Peer‐Assisted Learning” (C‐PAL) ‐ The mental health nursing student experience: A qualitative evaluation

Wareing

Green

Burden

et al. 2018

Psychiatric Ment Health Nurs

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Introduction This paper presents findings from a study that evaluated mental health nursing students' experience of a team mentoring model called Coaching and peer-assisted learning (C-PAL). At present there are no published research studies into the effectiveness of team mentorship utilized by nursing students within in-patient mental health settings. Aim The study utilized an interpretivist methodology where the focus was on individuals in their social world. Method Two focus groups were held with fifteen students who had experienced C-PAL in four in-patient wards. Findings Students' overall experience of piloting C-PAL was positive. Learning opportunities (Theme 3) appeared to be dependent on the quality of peer support (Theme 5) which in turn, enhanced the learner experience and increased the level of student confidence (Theme 6). Less positive experiences included inadequate preparation (Theme 1), poor understanding of the model and competition for learning experiences. Implications for practice We tentatively suggest that team mentorship models such as C-PAL may be suitable for acute in-patient mental health settings. The success of C-PAL depends upon the preparation of nursing staff, mentors (Theme 4), coaches and students in relation to role expectations, shift rostering (Theme 2) and the implementation of "huddling" to promote opportunistic learning.

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