Facilitating educational experiences in a paediatric handover: A qualitative case study

Ooi, Aaron; Bradley, Stephen; Mukherjee, Shuvayon; Stafford, Kerry; Henning, Marcus A.

doi:10.1111/jpc.14964

Cited by 4 publications

(1 citation statement)

References 20 publications

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“…Some recent literature has focussed on finding ways to meaningfully involve students during clinical training. Ooi and colleagues [ 28 ] reported ways in which students could be included when discussing patient issues in handover, such as making time for opportunistic teaching moments. In this way, students could feel valued and part of the team they belong to.…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Self-Perceptions of Harassment During Clinical Placement

Henning,

Stonyer,

Chen

et al. 2023

Med.Sci.Educ.

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Objectives Exploring workplace dynamics during clinical placement is crucial to determine whether medical students are encountering safe and meaningful learning experiences. The aim of this original article is to describe medical students’ reported harassment experiences whilst on clinical placement. Design Medical students in years 4 to 6 were invited to participate in the survey. In this mixed-methods study, data collection included demographic information, responses to the Generalized Workplace Harassment Questionnaire, and qualitative commentaries. Results Two hundred and five students completed the questionnaire. Medical students experienced harassment in areas of verbal aggression, disrespect, isolation/exclusion, threats/bribes, and physical aggression. Concerning levels of occurrence were noted for disrespect, isolation/exclusion, and verbal aggression. Conclusions Many medical students in this study reported experiencing harassment during their clinical placements indicating that harassment during clinical placement continues to be of concern in medical education. The findings indicate that further initiatives need to be designed to identify and respond to these cases of workplace harassment and that power imbalance and safe reporting appear to be further issues of concern. It was evident that students need to feel safe enough to be able to report harassment experiences to allow managers and educators to address the full extent of the problem.

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Section: Discussionmentioning

confidence: 99%

Medical Students’ Self-Perceptions of Harassment During Clinical Placement

Henning,

Stonyer,

Chen

et al. 2023

Med.Sci.Educ.

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Medical Students’ Quality of Life and Its Association with Harassment and Social Support

et al. 2021

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Learning dynamics during clinical handover: A qualitative study among final year students in central region nursing colleges, Malawi

Nkhoma,

Chirambo,

Lungu

et al. 2024

Preprint

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BACKGROUND: Clinical handover is the transfer of essential information, professional responsibility and authority for care of the patient from one health care provider to another. Clinical handover not only ensures patient safety and continuity of care but also provides learning opportunity for nursing students. Effective learning during clinical handover allows smooth transition of final year nursing students into practice. The aim of the study was to explore the dynamics of learning during handover among final year nursing students in central region nursing colleges. METHODS: A qualitative descriptive phenomenology study was done among final year nursing students in central region nursing colleges in Malawi. Purposive sampling method was used to recruit 15 participants for the study. Data in this study was collected using focus group discussions utilizing a focused group discussion guide. Data analysis was done manually using Colaizzi’s (1978) seven step approach. RESULTS: In this study, effective learning during clinical handover evolved around active involvement of student and teacher, comprehensive content and pedagogical knowledge of the clinical teacher and the conducive learning environment. Teaching strategies like question and answer, discussions and lecture method were among the most utilized teaching methods during handover. Shared knowledge, maximized learning opportunities and diversity were identified as facilitating factors to student learning. However lack of knowledge, poor time management, poor relationships between nurses and students as well as poor attitudes towards handover were among the most attributable barriers to student learning during handover. CONCLUSION: For students to maximize the teaching and learning opportunities that clinical handover offers, interventions like ensuring time management during clinical handover, promoting good work relationships, good clinical handover attendance, improved clinical teacher content/pedagogical knowledge and promoting self-initiated learning among students should be encouraged.

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Facilitating educational experiences in a paediatric handover: A qualitative case study

Cited by 4 publications

References 20 publications

Medical Students’ Self-Perceptions of Harassment During Clinical Placement

Medical Students’ Self-Perceptions of Harassment During Clinical Placement

Medical Students’ Quality of Life and Its Association with Harassment and Social Support

Learning dynamics during clinical handover: A qualitative study among final year students in central region nursing colleges, Malawi

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