Dedicated education units: Redirecting for success

Pryse, Yvette; Heiskell, Jean; Goetz, Jane; Hittle, Beverly M; Glazer, Greer

doi:10.1016/j.nepr.2020.102806

Cited by 2 publications

(2 citation statements)

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“…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. Likewise, it is known that sustaining this kind of educational-service collaboration is indispensable in supporting professionals, reinforcing new organizational structures and offering recognition and reward for all parties involved [30,31].…”

Section: Discussionmentioning

confidence: 99%

“…Professional training and ongoing opportunities to learn how to teach students helped to improve professionals' self-confidence in their competences. It is a recommendation for improving nursing education and staff nurses' demands in the workplace [30,31]. Moreover, the establishment of a safe space for professional discussion and satisfaction was achieved when their feedback and suggestions were accepted and seen as factors that create a positive clinical-learning environment [32].…”

Section: Discussionmentioning

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: 99%