Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work

Abstract

Aims and objectives:To explore how nursing students perceive and use the conceptual Fundamentals of Care framework in case-based work in nursing education and furthermore to describe influencing factors on perceptions and use of the framework. Background:The Fundamentals of Care framework has been integrated in core courses in two Schools of Nursing in Region North Denmark in response to studies reporting that nursing students and newly graduated nurses lack the knowledge, skills and competencies to meet the challenges of delivering fundamental care in clinical practice. An integration of the framework in case-based work in nursing education has not previously been studied. Design and methods:The study design was focused ethnography. Data were collected using participant observations, focus group interviews and individual interviews. Four groups of four to five nursing students participating in case-based work sessions and three faculty members from two Schools of Nursing were included. The study adhered to COREQ. Results:The results show an uncertainty among the students about how to understand and use the conceptual framework in case-based work. The uncertainties derive from diversities in faculty members' perceptions and curricular planning among others. However, the framework appears to support the students' learning about what nursing is and requires. Conclusions:The study indicates that integrating Fundamentals of Care framework in case-based work may be one way of teaching nursing students the complexities of integrated fundamental nursing care. However, there is a need to consider how to support students in articulating Fundamentals of Care, and to draw attention to the influence of role models and curricular planning. Relevance to educational practice: The study provides knowledge relevant when customising future educational interventions regarding the integration of Fundamentals of Care in nursing education and may provide valuable knowledge of evaluation strategies. | 1969 VOLDBJERG Et aL. S U PP O RTI N G I N FO R M ATI O N Additional supporting information may be found online in the Supporting Information section at the end of the article. How to cite this article: Voldbjerg SL, Lyng Larsen K, Nielsen G, Laugesen B. Exploring nursing students' use of the Fundamentals of Care framework in case-based work. J Clin

Evaluating fundamental care knowledge to inform educational leadership

“…However, Huisman‐de Waal et al (2018) suggested that students, regardless of the stage in their education, acquired greater learning about fundamental care from their clinical placements as opposed to their theory classes. Other research has supported this finding, as Voldbjerg et al (2019) found students were able to integrate the fundamentals of care framework into their clinical settings more effectively by making real‐life connections to their education in clinical contexts. This suggests that educators may need support to learn about how to best address these challenges and take advantage of student engagement across multiple care settings.…”

Clinical supervisors' perceptions and use of the fundamentals of care framework in supervision of nursing students

“…Supplementary to Mudd et al ( 2020 ), the findings of this study suggests that the framework has the potential to modify the gap between education in school and clinical placements. However, the potential of the FoC framework to accommodate the challenges of a gap requires an early and explicit integration of the FoC framework in nursing education at school and in clinical placements (Feo et al, 2018 ; Voldbjerg et al, 2020 ). Furthermore, it is essential that faculty members and clinical supervisors are well‐informed on FoC and engaged in how to integrate the FoC framework in the supervision of nursing students (Voldbjerg et al, 2020 ).…”

“…However, the potential of the FoC framework to accommodate the challenges of a gap requires an early and explicit integration of the FoC framework in nursing education at school and in clinical placements (Feo et al, 2018 ; Voldbjerg et al, 2020 ). Furthermore, it is essential that faculty members and clinical supervisors are well‐informed on FoC and engaged in how to integrate the FoC framework in the supervision of nursing students (Voldbjerg et al, 2020 ). According to the supervisors, the link between school and clinical placement created a sense of familiarity to the students which enhanced a positive learning environment and provided a safe starting point for students to learn about nursing in an unknown setting and specialty.…”

“…Missed care, which may result in a higher risk of adverse events, prolongs the length of hospital stays as well as increases the risk of hospital readmission and unacceptable patient deaths (Chaboyer et al, 2020 ). The challenges with the delivery of fundamentals of nursing care have resulted in nursing schools and universities refocusing on how fundamental nursing care can be prioritized, incorporated into nursing education curricula, and taught to nursing students (Alderman et al, 2018 ; Feo et al, 2018 ; Jangland et al, 2018 ; Lillekroken, 2019 ; Voldbjerg et al, 2020 ; Huisman‐de Waal et al, 2018 ). Nurses' professional identities, including their understanding of the complexity and importance of fundamental nursing care, develop throughout nursing education (Arreciado Marañón & Isla Pera, 2015 ).…”

An evaluation of instruments measuring behavioural aspects of the nurse–patient relationship

“…University‐based) nursing education and clinical practice (e.g. acute care, long‐term care; Jangland et al, 2016, 2017; Rey et al, 2020; Voldbjerg et al, 2018, 2020). Although the Framework requires further testing in a wider range of healthcare settings and geographical contexts, it represents the most comprehensive conceptualisation of fundamental care currently available, where care delivery is understood as holistic and integrated rather than simply a series of disaggregated tasks (Feo, Kitson, et al, 2018).…”