Dedicated education unit: An innovative clinical partner education model

Moscato, Susan Randles; Miller, Judith R.; Logsdon, Karen; Weinberg, Stephen; Chorpenning, Lori

doi:10.1016/j.outlook.2006.11.001

Cited by 144 publications

(83 citation statements)

References 5 publications

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“…At the same time, the nursing students experience a potential for developing when learning at DEUs (Grealish & Ranse, 2009; Moscato, Miller, Logsdon, Weinberg, & Chorpenning, 2007; Ranse & Grealish, 2007; Wotton & Gonda, 2004) both in reaching the goal for their course and in developing their nursing skills in the encounters with the patients (Aston & Molassiotis, 2003; Edgecombe & Bowden, 2009; Stone, Cooper, & Cant, 2013). Patients cared for at a specific DEU with a lifeworld perspective experience genuine care by the nursing students, which is experienced as a contact with them that is characterized by closeness, thoroughness, accessibility, acknowledgement, and sensitivity (Eskilsson, Carlsson, Ekebergh, & Hörberg, 2015).…”

Section: Introductionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

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Purpose: Previous research shows that the learning space is significant for students’ learning in pairs in clinical practice but does not explain the meaning of the phenomenon. The aim of this study is thus to explain and understand the learning space that occurs in the interaction between the patients, the pairs of nursing students, and the supervisors on a developing and learning care unit in Sweden. Method: The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on hermeneutics. A total of 39 informants, consisting of 16 patients, five pairs of students (10 students), and 13 supervisors, were observed and interviewed. Results: The results reveal that an interpersonal linkage between the patients, the students, and the supervisors is created within the learning space. A learning space, based on respect towards each other, creates the prerequisite for beneficial and supportive interactions that contribute to a deeper relationship. Conclusion: The phenomenon is complex due to its expandable nature and due to the fact that the learning space cannot be isolated from the surrounding environment. In order to exploit the potential of the learning space it is of importance to understand and consider the learning space as a whole.

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Section: Introductionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…[2,3,8,11,12] The authors of this article also recognized advantages to this model, including the ability to increase enrollment without additional faculty. The limitations of this project include a small number of participants and restricted evaluation timeframe, which make it difficult to draw conclusions or make comparisons to other methods of clinical instruction.…”

Section: Resultsmentioning

confidence: 97%

“…[8] Students were more likely to report that unit nurses helped them develop clinical skills and they felt more in charge of their own learning experiences when they were assigned to a DEU. These findings were validated when researchers found that students assigned to a DEU were more likely to agree that their clinical learning experience was high quality and they had a consistent learning environment than students in a traditional experience.…”

Section: Introductionmentioning

confidence: 99%

Pilot study of a dedicated education unit: Lessons learned

Polvado

Sportsman

Bradshaw

2015

JNEP

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Background and objective: Nursing programs in Australia, New Zealand, and the United States are implementing Dedicated Education Units (DEU) as an innovative approach to provide clinical experiences for undergraduate nursing students. In August 2014 a university in Texas received a state grant to institute a pilot implementation of a DEU as a means of increasing the number of pre-licensure nursing students in the BSN program. The following objectives were designed to provide structure to implement and evaluate the DEU project: (1) Develop and implement a DEU model for pre-licensure nursing clinical education in four medical-surgical courses, using two nursing units at a local regional hospital; (2) Test the effectiveness of the DEU model of clinical education for pre-licensure nursing students; and (3) Increase the number of BSN-prepared nurses serving as DEU Clinical Instructors who enroll in a MSN-Nurse Educator program by six in the first semester of the grant. Methods: A variety of methods were used to evaluate effectiveness of this project, including focus groups of participants; qualitative assessment of the project orientation process for students, faculty and staff; quantitative analysis of examination scores, course scores, competency evaluations, and enrollment data. Results: Project evaluation revealed some positive results; however, problems related to orientation and ongoing support were seen as a barrier to successful implementation. Work overload for the Clinical Instructors also negatively impacted the effectiveness of the project. The number of students involved in this project was dictated by the space available in the designated DEUs. Even though the small sample size was insufficient for a research study, the results of this project may be of interest to others implementing a DEU. Conclusions: This paper focuses on lessons learned from the implementation a DEU pilot project and provides a number of suggestions for addressing challenges. The analysis of the results of this pilot project and related recommendations to avoid or ameliorate the challenges may be instructive for other schools planning to initiate a DEU.

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“…This approach provided an opportunity to prepare the undergraduate student nurse for professional practice whilst at the same time address local nurse recruitment shortages. An alternative and different partnership approach was the Dedicated Education Unit (DEU), developed by clinicians and academics to educate student nurses from the practice setting (Wotton & Gonda 2004, Randles Moscato et al 2007, Mulready-Shick et al 2009. A further and final partnership was adapted from the DEU approach and was used to provide student nurses with a clinical placement within a Clinical Learning Unit (Callaghan et al 2009).…”

Section: Overview Of the Uk And International Practice -Education Parmentioning

confidence: 99%

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

Leigh

2014

International Journal of Practice-based Learning in Health and

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Aims and Objectives: To critically explore the nurse lecturers role situated within a practice-education partnership and to identify practice recommendations to operate the role within the context of a partnership in the future.Background: Practice-education partnerships are increasing being developed to operationalize the healthcare policy that advocates partnership working between Academic Education Institutions and healthcare organizations to educate and train the nurse workforce and to develop nursing. A weakness of the reported partnerships is the lack of evidence of how and which partnership processes enable the nurse lecturer to work in a practice role that effectively contributes towards the aims of the partnership and best promotes the practice based learning.

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Dedicated education unit: An innovative clinical partner education model

Cited by 144 publications

References 5 publications

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Pilot study of a dedicated education unit: Lessons learned

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

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