Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study

Abstract

AimTo investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within “Dedicated Education Unit” model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.DesignA multi‐country, phenomenological, qualitative study.MethodsFocus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.ResultsData analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment.ConclusionsA close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals’ education and development among others, are elements to set up a powerful clinical learning environment.Implications for the professionIt is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.ImpactDue to the close relationship between students’ learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.Public ContributionOur findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.