Evolution of the Canterbury Dedicated Education Unit model

Borren, Joanne; Harding, Thomas

doi:10.1016/j.nepr.2020.102802

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Furthermore, over-allocating students could be counterproductive in the long term because clinical exposure as a student markedly influences the perception of the speciality and, for the aged residential care sector, goes some way to deterring potential employees (Baumbusch, 2012;Jack et al, 2017;McCleary et al, 2011;Nunnelee et al, 2015;Parker et al, 2021;Potter et al, 2013). Yet, despite favourable consideration in the literature, the value of DEUs was not articulated in this data (Crawford, 2018;Borren & Harding, 2020). More comprehensive implementation of these innovative clinical teaching and learning support systems may assist the sector in transforming its external perception.…”

Section: Planning and Organising Placementsmentioning

confidence: 80%

“…Although not reported in this study as part of student supervision in aged care placements, the development of DEUs in aged care might be a solution where an increasing number of students are allocated, to address staffing and supervisory issues (Crawford et al, 2018;Borren & Harding, 2020).…”

Section: Student Supervisionmentioning

confidence: 93%

“…Overall, the student nurses and staff involved in the study reported positively about their participation. In Canterbury, Aotearoa New Zealand, DEUs are well established, and have effected strong partnerships between health and education (Borren & Harding, 2020). There is also evidence that increased numbers of students can be supported during their placement in clinical areas that are DEUs.…”

Section: Educational Activities To Enhance Clinical Learningmentioning

confidence: 99%

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Stocktake of placement preparation and clinical experience for Aotearoa New Zealand student nurses in aged care settings: July 2023

Heath,

Hudson,

Abd Aziz

et al. 2023

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The global population is getting older. In 2019 there were 703 million people aged ≥65 years. This figure is predicted to double to 1.5 billion, or 16% of the global population, by 2050 (United Nations, 2020). By comparison, Aotearoa New Zealand is expected to see a 36% increase in people aged ≥65 years for the ten years between 2021 and 2031 (Stats NZ, 2020). Since age is the most significant predictor for the most common health conditions, and the prevalence of chronic diseases and disability is also set to increase, pressures on most healthcare services are likely to escalate (Inouye et al., 2021). The Better Later Life (2019–2034) strategy sets out key areas of action for addressing a response to our ageing population. It recognises the importance of promoting healthy ageing and improving access to services as a fundamental part of the realisation of the strategy. A key factor underpinning this action is the education of health professionals. Nurses are at the front line of healthcare and are ideally placed to respond to the changing demographic. As a profession, we need to analyse how well we are preparing nurses for undertaking the work that will be required. As educators, we need to anticipate curriculum developments which may be required to support a well-prepared profession.

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Section: Planning and Organising Placementsmentioning

confidence: 80%

Section: Student Supervisionmentioning

confidence: 93%

Section: Educational Activities To Enhance Clinical Learningmentioning

confidence: 99%

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Stocktake of placement preparation and clinical experience for Aotearoa New Zealand student nurses in aged care settings: July 2023

Heath,

Hudson,

Abd Aziz

et al. 2023

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A qualitative analysis investigating competence assessment of undergraduate nursing students

et al. 2023

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Stressed and Short

Ferrier,

Porter,

Tellson

2024

J Nurses Prof Dev

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An innovative preceptor model (IPM) was developed to transition newly graduate nurses (NGNs) to practice. The imbalanced number of experienced nurses to NGNs during COVID-19 demonstrated a need for an “out-of-the-box” solution, one preceptor to two nurse residents, in the medical intensive care unit. The IPM was evaluated through surveys, postclinical immersion debriefs, and feedback sessions with the preceptors and NGNs. The IPM helped preceptors guide NGNs in their journey to independent practice.

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Evolution of the Canterbury Dedicated Education Unit model

Cited by 3 publications

References 15 publications

Stocktake of placement preparation and clinical experience for Aotearoa New Zealand student nurses in aged care settings: July 2023

Stocktake of placement preparation and clinical experience for Aotearoa New Zealand student nurses in aged care settings: July 2023

A qualitative analysis investigating competence assessment of undergraduate nursing students

Stressed and Short

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