Time, fear and transformation: Student nurses’ experiences of doing a practicum (quality improvement project) in practice

Abstract

Background: Improving and sustaining quality in healthcare continues to be a global

An evaluation of approaches used to teach quality improvement to pre-registration healthcare professionals: An integrative review

“…Of the mixed method studies, one adopted a quasi-experimental design (Levit et al, 2012) and three used post intervention evaluation (Baillie et al, 2014;Kyrkjebo, 2006;Skledar and McKaveney, 2009). The qualitative study was a post-intervention evaluation (James et al, 2016). et alstudy (2002).…”

“…The number of questionnaires completed was not stated and data reported was primarily from focus groups and student assignments; the methods of which are vague. Qualitative study: The qualitative study (James et al, 2016) consisted of 18 semistructured interviews post intervention to determine student experiences of completing quality improvement in clinical practice. Analysis of reflections from 50 students assignments were extracted using a Quality Improvement Principles (QIP) tool developed by the authors.…”

“…Students selected quality improvement tools for problem-solving, later reflecting upon these during Action Learning Sets with clinical mentors (Christiansen et al, 2010). Other nursing students encountered more comprehensive experiences involving small-scale improvement projects as the basis for their dissertation (Baillie et al, 2014) or compulsory assignment (James et al, 2016). Here, real time data were collected and quality improvement tools utilised to identify problems.…”

“…Didactic learning: Session content and duration varied, yet, over half of the studies introduced quality improvement through didactics. Content included person/patient centred care, theories and concepts of improvement (Gould et al, 2002;Gonsenhauser et al, 2012;Baillie et al, 2014;Kyrkjebo, 2006;Skledar and McKaveny, 2009;James et al, 2016), quality indicator measures and differences between improvement and research (Gould et al 2012;Skledar and McKaveney, 2009). Some studies focussed on improvement methodologies such as Model for Improvement, Plan-Do-Study-Act, root cause analysis, FOCUS/Plan-Do-Check-Act or process and systems thinking (Christiansen et al, 2010;Baillie et al 2014;Skledar and McKaveney, 2009;James et al, 2016) while others included specific quality improvement tools such as process mapping (Baillie et al, 2014), pareto charts, run charts, cause/effect diagrams and bar graphs (Kyrkjebo, 2006;James et al, 2016).…”

Studenterfaringer med veiledning og læring knyttet til deltagelse i et kvalitetsforbedringsprosjekt på sykehus med kunnskapsbasert praksis som arbeidsform, -en beskrivende og utforskende studie

“…Gjennom å delta i forbedringsarbeid på praksisstedet forstod studentene bedre betydningen av å holde seg faglig oppdatert. Flere studier påpeker betydningen av at arbeid med kvalitetsforbedring bør inngå som en del av helsepersonells utdanning for å gi kompetanse til fremtidig kritisk reflektert fagutøvelse (Baillie et al, 2014;James, Beattie, Shepherd, Armstrong & Wilkinson, 2016). For å møte helsetjenestens forventninger og behov for kompetanse til nytenking og innovasjon framholdes det som sentralt at studenten kan tilegne seg ny kunnskap og foreta faglige vurderinger, avgjørelser og handlinger i tråd med kunnskapsbasert praksis (UHR, 2016; Forskrift om felles rammeplan for helse-og sosialfagutdanninger, 2017, §2, (punktene 10 og 11)); Albarqouni et al, 2018).…”