Transcript Clinical studies in nursing: staff and students

Clinical studies in nursing:
An acute hospital ward densely populated
with students during a 12-week clinical
study period.
Kirsten Halse
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BACKGROUND
The demand for nurses is huge in today’s society
and
University colleges have been requested to admit
more nursing students.
Hospitals have been requested to arrange clinical
studies for those students
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The Project started in 2001.
• Spring 2001: The project was planned.
• Fall 2001: The first group of students completed
their clinical studies in accordance with this
model.
• Since then all students on this ward have carried
out their studies in this way.
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During the study period 12 nursing students do their 12 weeks clinical study period on the
1Fig.
same 1:
ward The content of the new model
2
The content of the clinical studies is in accordance with the general programme of nursing
education for this period
3
The lecturer from the College will stay on the ward for 50% of a full time position during this
period and actively participate in the students’ clinical counselling
4
One of nurses on the ward has the overall responsibility for the students, shared with the
lecturer from the College
5
The students are divided into four teams, together with the staff. These teams are each
responsible for 5 – 7 patients. The 3 or 4 nurses on the team share the responsibility both for
counselling and evaluation of the students as well as being responsible for the nursing of their
patients.
6
The students shall experience day, evening and night shifts
7
The students have to help each other in the process of learning by supporting, counselling
and sharing their reflections
8
Finally the students must provide nursing care for patients on half the ward by themselves for
two weeks
9
The other professional groups on the ward, i.e. doctors, physiotherapists, occupational
therapists, the dietician and the secretary participate and contribute to the students’ studies as
well. Other professionals in the clinic generally know about the project whenever they have
duties in connection with the ward.
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The biggest changes for the students
were that:
• There were many student on the same
ward.
• Each of them did not have their own
contact nurse (facilitator).
• The lecturer stayed on the ward two days
a week.
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The biggest changes for the nurses
were that :
• In groups of three to four they
became responsible for a group
consisting of three students for both
counselling and evaluation
purposes.
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The study period lasted for 12 weeks.
• Weeks 1 to 9:
the students have clinical training in the group they belong
to.
• Weeks 10 and 11:
the students take over responsibility for two groups of
patients on the ward.
• Week 12: evaluation of the students.
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In the evaluation process our concern was:
• Is it possible for a large group of students
(12) on a single ward to experience
relevant learning situations and receive
maximum guidance from the available
resources?
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Evaluation by the students
• Process meeting every Thursday.
• Process writing every week.
• Summative evaluation at the end of
the period using a questionnaire,
(including both quantitative and qualitative data).
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The participants were asked to rate the
degree to which they had experienced the
different statements on a scale from one
to ten, where one means ”to a small
degree” and ten ”to a high degree”.
For all the questions they were asked to give
reasons for their rating.
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• So far four groups of students have taken
their clinical studies along these lines. At
the present time group number five is
taking their clinical studies on the ward.
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• 64 students have completed their clinical
studies in accordance with the model.
• 58 students have answered the questionnaire.
• 15 felt the practice periods have been very
good.
• 50 felt the practice periods have been good.
• 2 felt the periods were less than good.
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Results – the students
•
The students felt that the guidance had given them the
opportunity to develop professionally, and that the model had
given them the opportunity to develop their nursing competence.
•
The part of the model students appreciated most was their two
weeks of responsibility for half the patients on the ward. Many of
the students felt that this developed their independence and their
ability to take responsibility.
•
Most of the students experienced co-operation with other
students as self developing.
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• What the students were most satisfied with some statements.
• ”The collaboration amongst the students and the responsibility for
patients during the two weeks we had the responsibility”.
• ”Having the possibility to run half of the ward, and the collaboration
with my fellow students”.
• ”That we have been so many students and the part of the practice
where we were responsible for two of the nursing team groups on the
ward”.
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• 33 students would have chosen this form
of clinical studies again if they could
choose themselves.
• 6 were not sure.
• 2 would not have chosen this model.
• 4 have not answered this question.
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Results - the ward staff`
Our concern was also to explore
the experiences of both the nursing staff
and the staff
in the other professional groups.
This was done using a questionnaire.
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• Staff experienced this clinical studies model as a
positive influence on the students’ professional
development
• The experiment had a positive influence on both
the professional and psychosocial environment
of the ward.
• The majority participated in student guidance
• The co-operation amongst the staff members in
the supervision and evaluation of the students
was satisfactory.
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Conclusion
• This clinical studies model in nursing education
has been put into practice four times.
• After the first two years of this three-year project
both the university college and the hospital are
satisfied.
• Further research and development of the model
will continue.
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