'Thinking like a nurse'. Changing the culture of nursing students' clinical learning: Implementing collaborative learning in practice.

Autor: Williamson GR; The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK. Electronic address: gwilliamson@plymouth.ac.uk., Kane A; School of Nursing and Midwifery, University of Plymouth, Drake Circus, Plymouth, Devon, PL48AA, UK. Electronic address: adele.kane@plymouth.ac.uk., Plowright H; Royal Cornwall Hospitals NHS Trust, Treliske, Truro, Cornwall, TR1 3LJ, UK. Electronic address: sarahhayley.plowright@nhs.net., Bunce J; Health Education England, Plumer House, Tailyour Rd, Plymouth, Devon, PL6 5DH, UK. Electronic address: Jane.Bunce@hee.nhs.uk., Clarke D; The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK. Electronic address: Daniel.clarke@plymouth.ac.uk., Jamison C; School of Nursing and Midwifery, University of Plymouth, The Knowledge Spa, Truro, Cornwall, TR1 3HD, UK. Electronic address: caroline.jamison@plymouth.ac.uk.
Jazyk: angličtina
Zdroj: Nurse education in practice [Nurse Educ Pract] 2020 Feb 21; Vol. 43, pp. 102742. Date of Electronic Publication: 2020 Feb 21.
DOI: 10.1016/j.nepr.2020.102742
Abstrakt: This article reports a study evaluating the implementation of Collaborative Learning in Practice models at a university School of Nursing and Midwifery with practice partners across the South West of England. We conducted four focus group interviews with 40 students with experience of Collaborative Learning in Practice placements, and two focus groups with eight clinical practice staff with responsibility for implementing and supporting such models in their areas. Data were transcribed and analysed using the Framework Method. Key themes were 'Real time' Practice of Collaborative Learning Implementation, Collaborative Learning as Preparation for Registrant Practice, and the Student/Mentor Relationship. We conclude that Collaborative Learning in Practice utilising models of coaching and peer support, offers benefits to students who are exposed to the reality of nursing practice from the beginning of their placement experiences, enabling them greater responsibility and peer support than under normal mentoring arrangements. Furthermore, there are benefits to the registrants because the burdens of supervising students are spread more widely. This is timely given the review of Nursing and Midwifery Council standards for programmes and student support and the need to increase placement capacity as a response to global nursing shortages.
Competing Interests: Declaration of competing interest None.
(Copyright © 2020 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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