Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education

Williamson, Graham R.; Plowright, Hayley; Kane, Adele; Bunce, Jane; Clarke, Danny; Jamison, Caroline

doi:10.1016/j.nepr.2020.102706

Cited by 28 publications

(18 citation statements)

References 37 publications

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“…We observed in the "Characteristics of Individuals" domain that the presence of positive perceptions of team involvement and willingness to collaborate were more likely to facilitate change at the time of implementing the DEU. Professionals' perception of gratifying experience in the DEU was reported in several studies [7][8][9] and the impact on patient care and the health system of nurses' confidence and satisfaction with their skills, knowledge and teaching role is shown [29]. As in the study by Glynn et al [30], participants stated that effective communication between educational and healthcare organizations is necessary to provide nurses with educational role skills, role expectations and clarification.…”

Section: Discussionmentioning

confidence: 96%

“…Organizations that support safety and quality in health care encourage DEU replication in numerous sites due to the reported benefits of the DEU for educational and healthcare organizations. Additionally, the availability of several protocols, guidelines and the literature on the DEU reduced implementation complexity, facilitated the proposed strategy and its adaptation to dissimilar sites [7][8][9][10][11]19]. Our results are comparable with those which show that intervention adaptability seems to be guaranteed when educational-service collaboration is based on trust, respect and mutually beneficial goals: effective use of existing resources, support for professional improvement, nursing workforce recruitment and retention, and awareness of the teaching/learning process [20,21].…”

Section: Discussionmentioning

confidence: 99%

“…It also emphasizes the role of the faculty nurse in ensuring student knowledge acquisition and supporting the clinical nurses' teaching role. In addition, the collaboration of educational and health institutions allows the optimization of training resources, enhances theory and practice integration, facilitates the student' acquisition of competencies, and responds to professionals' needs to provide appropriate nurse training [7][8][9][10][11]. Successful students and nurses' outcomes in the DEU model are well documented [7][8][9].…”

Section: Dedicated Education Unitsmentioning

confidence: 99%

“…Then, in 2003, the University of Portland adapted the Australian DEU in an effort to improve the clinical learning environment and address a shortage of nurses. Since 2003, several educational and healthcare organizations in Australia, New Zealand, the United States of America and Europe have successfully implemented DEU units [7,8,10]. The essencial elements of DEU [11] are as follows:…”

Section: Dedicated Education Unitsmentioning

confidence: 99%

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Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

et al. 2021

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Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Dedicated Education Unitsmentioning

confidence: 99%

Section: Dedicated Education Unitsmentioning

confidence: 99%

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Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

et al. 2021

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“…Both techniques make extended use of methodologies and frameworks to guide students into the steps needed to accomplish the objective with a more dynamic collaborative and individual learning process. These techniques are based primarily on collaboration and active learning [23], [24]. These types of learning aim at producing graduates with skills, experience and knowledge to face actual and future society problems.…”

Section: Education 40 Environmentmentioning

confidence: 99%

Open Innovation Laboratory: Education 4.0 Environments to improve competences in scholars

Cortés¹,

Molina²,

Ramírez³

2020

Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integrat

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With the widespread adoption of emergent technologies, productive sectors have evolved in leaps and bounds This has generated a breach between what is needed in the Industry and what is expected in Academia to be taught. Traditional education focuses on the development of hard skills in students, nonetheless, current technology developments mainly in the fields of artificial intelligence and automation pose a threat to technique and repetitive jobs. Soft skills on the other hand are to remain active and desired in the near future as they are needed for tasks that machines cannot replicate yet. Complex problems require the integration of multidisciplinary teams where decision-making and communication abilities are enhanced by its individual parts. Mass adoption of Information and Communication Technologies in every sector of society demands an evolution of the education model. Consequently, universities throughout lecturers and infrastructure must develop guidelines for students to improve their skills and generate the competences needed. The open innovation concept has brought institutions a framework to develop multidisciplinary and multi entity projects to provide valuable experiences and competencies development to college students. This has led to the development of Open Innovation Laboratories where learning techniques, design methodologies and product realisation platforms fuse to provide a state-of-the-art concept to cope with the demands toward the educational model. This allows joint efforts from industry, government and institutions on the creation of collaborative projects to provide innovative solutions whilst enriching experience and boosting competences in students. Thus, the idea of gathering emergent technologies for training, open innovation for generating end-to-end solutions and methodologies to foster strengths in students becomes an educational environment to promote the use of active and collaborative learning techniques to enhance soft skills and development of competences facing society challenges as part of the education 4.0 context.

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Models of Practice Learning

Crozier¹

2021

Collaborative Learning in Practice

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Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education

Cited by 28 publications

References 37 publications

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

Open Innovation Laboratory: Education 4.0 Environments to improve competences in scholars

Models of Practice Learning

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