A collaborative approach to education provision will help save our specialism

Fletcher, Jacqui

doi:10.12968/jowc.2007.16.10.27907

Cited by 5 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They have a key role in wound care education in clinical practice and act as a support and resource for pre-and post registration nurses. To prepare competent and confident practitioners clinical and academic staff need to have a clear, common vision (Fletcher 2007). By working together we can utilise our combined strengths to accomplish our aims.…”

Section: Formation Of a Development Teammentioning

confidence: 99%

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Redmond

Davies

Cornally

et al. 2015

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aims and objectivesThe aim of this project was to develop an educational package for undergraduate student nurses that would provide them with the theoretical knowledge and clinical judgement skills to care for a patient with a wound.BackgroundInternationally there is concern over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. Deficits have also been identified in the underpinning biological sciences needed for this skill. Expectations associated with wound management have altered significantly in the last two decades with decision making around wound care coming under the scope of practice of nurses. The treatment and care options for patients with wounds must be based on a sound knowledge of how wounds are formed and healed. If nurses do not have the evidence‐based knowledge, it can affect wound healing adversely leading to increased patient suffering, pain and delayed healing. From an organisational perspective, delayed healing will increase the cost of care.DesignThis project used constructivism learning theory to provide a framework for the development of a wound care educational package for undergraduate Irish nurses in their penultimate year of training.MethodsCollaboration was formed with key stake holders. Pertinent curriculum content was mapped. Learning strategies to suit the incoming student learning styles were incorporated into newly developed theoretical content and practical skill sessions.ConclusionThe developed educational programme will assist student nurses in their care of patients with wounds.Relevance to clinical practiceThis study provides a model that can be followed to develop small units of the study to keep abreast of changes in health care delivery and the changing scope of practice of nurses. It also contributes to the debate on the teaching and learning of biosciences as it highlights the depth of biological knowledge required as a basis for good evidence‐based nursing care.

show abstract

Section: Formation Of a Development Teammentioning

confidence: 99%

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Redmond

Davies

Cornally

et al. 2015

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…kan gi økt status (32). Betydningen av formell akkreditering på nasjonalt nivå diskuteres også i England (33). Å gjennomføre videreutdanning i sår med formelle studiepoeng kan vaere ett steg på veien mot økt kompetanse og styrket kunnskap innen sårpleie.…”

Section: Studentenes Deltagelse Etter Alder Og Yrkesaktivitetunclassified

Evaluering av nettstøttet videreutdanning i sår for sykepleiere

Flo¹,

Jensen²,

Fagerström³

2013

Nordic Journal of Nursing Research

View full text Add to dashboard Cite

INTRODUKSJONKrav om effektivitet og faglig forsvarlig praksis fordrer at sykepleiere vedvarende må opprettholde og fornye sine kunnskaper. Tilbud om etter-og videreutdanninger er avgjørende for å kunne realisere målet om livslang laering. Med en økende mengde informasjon velger stadig flere utdanninger å kombinere tradisjonell undervisning og laeringsaktiviteter på en digital laeringsplattform (1,2,3). Det er imidlertid lite kunnskap om hvordan slike hybride laeringsmodeller fungerer sett fra videreutdanningsstudentenes perspektiv, og hvordan de kan forbedres. Dette er derfor fokus i denne evalueringsstudien.Videreutdanning for sykepleiere med fokus på både forbyggende, lindrende og behandlende tiltak knyttet til sår har blitt etterspurt fra det kliniske fagmiljøet for å styrke kunnskapsnivået og den kliniske spesialkompetansen i sårbehandling (4).I samarbeid med interesserte fagpersoner utviklet Høgskolen i Buskerud (HiBu) derfor en ny videreutdanning for sykepleiere: «Sår -forebygging, behandling og lindring» med 15 studiepoeng fra studieå-ret 2008/2009. Videreutdanningen er tilrettelagt med nettstøttet laeringsmiljø tilpasset studiets fokus, krav om evidens basert praksis samt studentenes behov for fleksibilitet for å kunne kombinere studier med arbeid, familie og andre forpliktelser (5).Studien vil belyse hvordan den digitale laereplattformen ble brukt i løpet av videreutdanningen, og studentenes vurderinger av egen laering i nettstøttet laeringsmiljø og forslag til forbedringer i studiet. Nettstøttet laeringsmiljøDet er en viss uklarhet og ulike begreper knyttet til laeringsmiljø som anvender informasjons-og kommunikasjonsteknologi (IKT) i undervisning. Munkvold m.fl. (6) nevner e-laering, nettlaering, fjernundervisning, IKT-støttet laering og teknologistøttet laering. Internasjonal litteratur bruker begrepene «online continuing education» (7), «e-learning» (8) eller «web-based learning» (3). Det kan skilles mellom nettbasert laering hvor det ikke er fysiske samlinger og alt fagstoffet blir formidlet elektronisk gjennom nettet, og nettstøttet laering som innebaerer at den tradisjonelle undervisningen støttes av et laeringsmiljø som bruker informasjons-og kommunikasjonsteknologi (IKT) (6). IKT støttet undervisning fordrer aktiv involvering i alle faser av laeringsprosessen og et skifte i pedagogisk tenkning for å lykkes (3,7). Mens laereren i tradisjonell undervisning kan tilpasse innholdet og rekkefølgen i temaene til studentenes spørsmål underveis, fordrer nettstøttet pedagogikk at laereren forbereder passende temaer, spørsmål og kliniske oppgaver og legger til rette for egen aktivitet og veiledning gjennom hele studieforløpet (1). Ettersom videreutdanningsstudenter representerer ulike generasjoner er det viktig å ta hensyn til både ulike laereforutsetninger og ulike laeringsstiler (7).Planlegging av nettstøttet undervisning og laering krever bevissthet om hva laerere og studenter faktisk skal gjøre online (9,10). Gilly Salmon's (9) modell for undervisning og laering på nett begrunner oppbygging og aktivit...

show abstract

Final year student nurses' experiences of wound care: an evaluation

Ousey

Stephenson

Cook

et al. 2013

Br J Community Nurs

View full text Add to dashboard Cite

This article reports on research to explore if pre-registration nursing students felt prepared to manage patients' skin integrity effectively on registration. Final year nursing students completing adult, child and mental health fields were invited to complete questionnaires to investigate the amount of teaching sessions delivered in university in relation to managing skin integrity during their 3-year training programme, discover if pre-registration nursing students received supplementary management of skin integrity teaching in the clinical areas, explore which member of staff in the clinical areas supported the students' learning in the area of skin integrity. Data was collected on 217 final year students (196 females and 21 males) at two higher education institutions in the north of England. The majority of respondents (n=146; 68%) reported receiving less than 10 hours formal teaching at university on the subject of skin integrity over their 3-year courses. Of those registered on degree courses, 134 students (71%) reported receiving less than 10 hours formal teaching over their 3-year courses, compared with only 12 students (46%) registered on diploma courses. Some 198 (99%) of respondents reported that their clinical teaching was undertaken by registered nurses all or some of the time. Other health professionals were reported to provide substantially less clinical teaching; with the next largest contribution reported to be provided by specialist nurses, who provided all clinical teaching to 36 respondents (19%) and some clinical teaching to 115 respondents (59%). Some 149 respondents (70%) reported that the teaching they received had developed their knowledge and skills to maintain skin integrity for all patients. Respondents claimed that teaching received had developed their knowledge and skills, reporting an average of 16.9 hours spent in directed study; whereas those who did not claim that teaching they had received had developed their knowledge and skills reported an average of 7.6 hours spent in directed study. The results of this study suggest that diplomate nurses are likely to feel more confident and competent than their graduate counterparts, despite spending the same amount of time with mentors and their peers.

show abstract

A collaborative approach to education provision will help save our specialism

Cited by 5 publications

References 7 publications

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Evaluering av nettstøttet videreutdanning i sår for sykepleiere

Final year student nurses' experiences of wound care: an evaluation

Contact Info

Product

Resources

About