Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool

Mathibe, Lehlohonolo J.

doi:10.1016/j.nedt.2006.05.004

Cited by 10 publications

(11 citation statements)

References 14 publications

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“…Student, service user and lecturer perspectives highlighted a range of benefits and challenges of service user involvement in nurse education. From the student perspective, service user involvement was valued (Mathibe , Duygulu & Abaan ). Some reported the experience as ‘transformative’ (Christiansen , Rhodes ), stimulating critical reflection on personal practice behaviours.…”

Section: Resultsmentioning

confidence: 99%

“…The review retrieved four papers which focused on how the service user perspective was incorporated into education delivery in general nursing programmes. Two studies reported on service‐user led virtual learning resources; digital (Christiansen ) and paper‐based (Mathibe ), and two studies considered ‘face‐to‐face’ service user involvement in classroom teaching (Costello & Horne , Rhodes ).…”

Section: Resultsmentioning

confidence: 99%

“…), Canada (Bennett & Baikie ), Belgium (Debyser et al . ), USA (DeMarco ) and South Africa (Mathibe ).…”

Section: Introductionmentioning

confidence: 99%

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Service user involvement in preregistration general nurse education: a systematic review

Scammell

Heaslip

Crowley

2015

Journal of Clinical Nursing

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"This is the peer reviewed version of the following article: Scammell, J., Heaslip, V. and Crowley, E. J., 2015. Service user involvement in pre-registration general nurse education: a systematic review. AbstractAims and objectives: A systematic review of published studies on service user involvement in undergraduate, pre-registration general nursing education (excluding mental health-specific programmes). The objective is to examine how students are exposed to engagement with service users. Background:The requirement of service user involvement in all nurse education is policy expectation of health professional education providers, in response to the increased public and political expectations. Previous literature reviews have focused solely on mental health.Design: Systematic review using the PRISMA guidelines; timeframe 1997-2014; published in English.Methods: Search of CINAHL, Cochrane Review, Education Research Complete, Internurse, MEDLINE, PsychINFO, Scopus, SocINDEX and Web of Science yielded 229 citations; 11 studies met the review eligibility criteria.Results: Seven studies used qualitative methodology, two quantitative and two mixed methods. Studies from the United Kingdom dominated (n=9), the remainder from South Africa and Turkey. The results are described using four themes: benefits and limitations of service user involvement; nursing student selection; education delivery; practice-based learning and assessment. Most studies were small scale; nine had less than 30 participants. Overall the evidence suggests that student, lecturers and service users valued service user involvement in nurse education, to provide an authentic insight into the illness experience. Logistical considerations around support and student cohort size emerged.Conclusions: This is the first systematic review to focus on service user involvement in general nurse education. It reveals that service user involvement commenced later and is more limited in general programmes as compared to equivalent mental health education provision. Most of the evidence focuses on perceptions of the value of involvement. Further research is required to more clearly establish impact on learning and clinical practice.Relevance to clinical practice: service user involvement in nurse education is valued by stakeholders but preparation and support for those involved, including mentors is underestimated.Summary box: What does the paper contribute to the wider global community? The first systematic review of service user involvement in non-mental health specific pre-registration nurse education  Students, lecturers and service users value service user involvement in nurse education  There is a need for further larger-scale, multi-centred mixed method research around impact on learning and person-centred care

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Service user involvement in preregistration general nurse education: a systematic review

Scammell

Heaslip

Crowley

2015

Journal of Clinical Nursing

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“…Det handler om levende mennesker og ikke udelukkende begreber og abstraktioner. Ifølge Mathibe (2007) foretraekke de fleste studerende dette og oplever kvaliteter i uddannelsen, når underviseren varierer sine metoder.…”

Section: Diskussionunclassified

Video narrativer i sygeplejerskeuddannelsen

Jensen

2009

NorTidHelse

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Sammendrag FOU-artikkelNøgleord Sygeplejerskeuddannelse, holdning, video narrativer, retorik, receptionsteori BaggrundKlinisk sygepleje bygger både på den individuelle sygeplejerskes opmaerksomhed, på perception og tolkning af en konkret situation med den enkelte patient og på generelle evidensbaserede standarder. Ud fra Schön's teorier har Benner, Tanner, Chesla (1996) understreget betydningen af refleksion i sygeplejepraksis. Det betyder, at anvendelse af saerlige paedagogiske metoder og redskaber i sygeplejerskeuddannelsen er vigtig for at fremme de studerendes kliniske kompetencer, herunder at beherske refleksion i og over praksis.Denne artikel fokuserer på underviserens brug af video narrativer som paedagogiske redskaber til at styrke studerendes refleksive kompetencer og udvikle holdninger til professionel sygepleje. Formålet er at kaste lys over mulige laeringsresultater gennem brug af video narrativer og over underviserens didaktiske overvejelser før undervisningen; alt sammen i bestraebelser på at forbedre kvaliteten af sygeplejeuddannelsen. Et single case study udgør det undersøgelsesmateriale, som artiklen bygger på.Litteraturstudier viser, at brugen af video som et paedagogisk redskab er almindelig i uddannelsen til sygeplejerske. Som andre -62 -

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“…After successful utilization of Lance Armstrong's autobiography to teach clinical pharmacology to a small group of nursing students (Mathibe 2007), we assessed its usefulness among a larger group of medical students. The research took place over the period of two successive years (2006 and 2007), involving third-year medical students enrolled for the Bachelor of Medicine and Surgery (MBChB) degree at the University of KwaZulu-Natal (Nelson R Mandela School of Medicine, South Africa).…”

Section: Dear Sirmentioning

confidence: 99%

Do faculty understand the promotion system?

Lewis

Dozier

2008

Medical Teacher

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After successful utilization of Lance Armstrong's autobiography to teach clinical pharmacology to a small group of nursing students (Mathibe 2007), we assessed its usefulness among a larger group of medical students. The research took place over the period of two successive years (2006 and 2007), involving third-year medical students enrolled for the Bachelor of Medicine and Surgery (MBChB) degree at the University of KwaZulu-Natal (Nelson R Mandela School of Medicine, South Africa).General learning objectives as well as copies of selected chapters (4, 5 and 6) of the autobiography were given to the students at the beginning of the lectures. During the first 45 min of the lecture; willing students were requested to read certain sections of the autobiography, for the whole class, to draw attention to the names and regimens of cytotoxic drugs; side effects; investigation procedures; the role of team work in cancer management; health related quality of life and holistic health care. For the remaining 45 min the lecturer used a didactic teaching method (prepared using scientific therapeutics literature) to explain and expand on issues discussed during the autobiography-reading sessions.Self-administered originally constructed questionnaires with statements graded on 5-point Likert scale (1 ¼ strongly disagree; 2 ¼ disagree; 3 ¼ neutral; 4 ¼ agree and 5 ¼ strongly agree) and open-ended questions (qualitative measures) were used to assess students' perceptions. Ethical permission, as well as copyright for making copies from the autobiography, was obtained from the University's Bio-Ethics committee.Total of 259 (91% response) students completed and returned the questionnaires. Majority (90%) of participants 'agreed' that the exercise stimulated their interest in cancer drugs and 85% felt that the exercise was a valuable use of their time. Ninety-one percent of female and 78% of males 'agreed' that the 'exercise was a valuable use' of their time and difference (13%) was statistically significant (p < 0.008). Younger students (21 years old) were in favour of the use of the autobiography more (p ¼ 0.035) than other age groups (21-25 and 26 years old). There were statistically significant (p ¼ 0.03) results between males and females regarding their preference of the use of a popular autobiography over the 'didactic' teaching method; with females preferring the use of a popular autobiography over the 'didactic' teaching method than males.The autobiography, as a teaching method, was more appealing to younger (<21 years old) students as compared to the older ones. This discovery augurs well for implementation of this teaching method in early years of medical education.Does early clinical practice in community settings change the perception and performance of students on preventive skills? Dear SirEarly clinical experience (ECE) in community settings helps medical students to understand the context in which they study, improves their motivation (Dornan et al. 2006). We aimed to investigate if ECE in the community changes the pe...

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Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool

Cited by 10 publications

References 14 publications

Service user involvement in preregistration general nurse education: a systematic review

Service user involvement in preregistration general nurse education: a systematic review

Video narrativer i sygeplejerskeuddannelsen

Do faculty understand the promotion system?

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