Partner, learn, progress: A conceptual model for continuous clinical education

Henderson, Amanda; Winch, Sarah; Heel, Alison

doi:10.1016/j.nedt.2005.07.008

Cited by 44 publications

(40 citation statements)

References 26 publications

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“…The strengths of the current program are the strong focus on relationships between midwifery students and women, and early clinical exposure to professional practice. Henderson et al (2006) argue that learning requires collaboration and partnership that occurs on a personal level in the context of a broader social and political environment in the clinical venue. The need for a sense of belongingness has also been highlighted (Levett-Jones and Lathlean 2008).…”

Section: Symbiosis and Continuity Of Care Programmentioning

confidence: 99%

An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model

Sweet

Glover

2013

Nurse Education Today

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Please cite this article as:Sweet, L. and Glover, P.A. (2013). An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model. Nurse Education Today, 33(3) pp. 262-267.Copryright © 2011 Elsevier Ltd. All rights reserved. Please note that any alterations made during the publishing process may not appear in this version. 1 AN EXPLORATION OF THE MIDWIFERY CONTINUITY OF CARE PROGRAM AT ONE AUSTRALIAN UNIVERSITY AS A SYMBIOTIC CLINICAL EDUCATION MODEL Linda Sweet Abstract ObjectiveThis discussion paper analyses a midwifery Continuity of Care program at an Australian University with the symbiotic clinical education model, to identify strengths and weakness, and identify ways in which this new pedagogical approach can be improved.

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Section: Symbiosis and Continuity Of Care Programmentioning

confidence: 99%

An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model

Sweet

Glover

2013

Nurse Education Today

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“…Learner readiness forms part of the factors that promote good attitude towards clinical work. This facilitates the learner to make sense of their observations and reflect on practice situations (Henderson et al, 2006). The fact that the students failed to ask questions could mean they were not ready to learn.…”

Section: The Use Of Mobile Phone and Participation Of General Ward Romentioning

confidence: 99%

The attitudes of student nurses toward clinical work

Awuah-Peasah¹

2013

Int. J. Nurs. Midwifery

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Clinical work in nursing education is an important component of the nursing curriculum aimed at actively engaging student nurses with the necessary skills needed for the nursing profession. The attitude of nursing students toward clinical work is becoming a topic of interest for nursing researchers. The objectives of the study were to determine the perspective of practicing nurses on students' attitude toward clinical work. Structured and semi-structured questionnaires were administered to determine the attitude of nursing students towards clinical work from the perspective of 100 practicing nurses from Agogo Presbyterian Hospital. The results indicated that 63% of the respondents said nursing students reported late to work, 60% reported that students were absent from clinical work without seeking permission, and 64% reported they used mobile phones during clinical working hours. In addition, 41% of the respondents stated that the nursing students did not show commitment to clinical work. Also, the attitude portrayed by students had an influence on the way the medical and nursing staffs related to them. It is recommended that students should receive in-service training before going to the clinical area, so that they are aware of what is expected of them during clinical placement. Also, systems should be put in place to ensure that nursing students do not use mobile phones in the clinical environment. There should be preceptors in the ward to monitor and mentor student nurses. The nursing schools should periodically follow-up with practicing nurses, to assess the behaviors and attitudes of the nursing students.

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“…Students engage in classes, clinical, study together, and interact with faculty and peers and learn by engaging in academic activities [44] . In this study inputs refer to the characteristics of student or demographic variables like gender, age, program, cohort, cumulative grade point average (cGPA), semester GPA (sGPA) and sibling studying in the university.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

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Partner, learn, progress: A conceptual model for continuous clinical education

Cited by 44 publications

References 26 publications

An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model

An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model

The attitudes of student nurses toward clinical work

Exploring nursing student engagement in the learning environment for improved learning outcomes

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