Cargando…
Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study
BACKGROUND: It is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their edu...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2014
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4094893/ https://www.ncbi.nlm.nih.gov/pubmed/24989155 http://dx.doi.org/10.1186/1472-6920-14-131 |
_version_ | 1782325916183035904 |
---|---|
author | Manninen, Katri Henriksson, Elisabet Welin Scheja, Max Silén, Charlotte |
author_facet | Manninen, Katri Henriksson, Elisabet Welin Scheja, Max Silén, Charlotte |
author_sort | Manninen, Katri |
collection | PubMed |
description | BACKGROUND: It is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students’ learning in a patient-centered health-care setting. METHODS: An ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach. RESULTS: The most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students’ learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students. CONCLUSIONS: Patient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients actively participating in students’ learning and they both experience it as a joint action. An attending relationship is based on a one-way relationship between patients and students resulting in patients passively participating by letting students to practice on their bodies but without engaging in a learning dialogue with the students. |
format | Online Article Text |
id | pubmed-4094893 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-40948932014-07-15 Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study Manninen, Katri Henriksson, Elisabet Welin Scheja, Max Silén, Charlotte BMC Med Educ Research Article BACKGROUND: It is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students’ learning in a patient-centered health-care setting. METHODS: An ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach. RESULTS: The most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students’ learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students. CONCLUSIONS: Patient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients actively participating in students’ learning and they both experience it as a joint action. An attending relationship is based on a one-way relationship between patients and students resulting in patients passively participating by letting students to practice on their bodies but without engaging in a learning dialogue with the students. BioMed Central 2014-07-02 /pmc/articles/PMC4094893/ /pubmed/24989155 http://dx.doi.org/10.1186/1472-6920-14-131 Text en Copyright © 2014 Manninen et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Manninen, Katri Henriksson, Elisabet Welin Scheja, Max Silén, Charlotte Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title | Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title_full | Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title_fullStr | Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title_full_unstemmed | Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title_short | Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
title_sort | patients’ approaches to students’ learning at a clinical education ward-an ethnographic study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4094893/ https://www.ncbi.nlm.nih.gov/pubmed/24989155 http://dx.doi.org/10.1186/1472-6920-14-131 |
work_keys_str_mv | AT manninenkatri patientsapproachestostudentslearningataclinicaleducationwardanethnographicstudy AT henrikssonelisabetwelin patientsapproachestostudentslearningataclinicaleducationwardanethnographicstudy AT schejamax patientsapproachestostudentslearningataclinicaleducationwardanethnographicstudy AT silencharlotte patientsapproachestostudentslearningataclinicaleducationwardanethnographicstudy |