Patients’ and parents’ perspectives of and experiences with assessing nursing students’ paediatric clinical practice

Abstract

Purpose To explore patients’ and parents’ involvement in the formative assessment of undergraduate nursing students’ paediatric clinical practice. Methods We conducted semi‐structured interviews with paediatric patients between 14 to 18 years old and parents who received care from a nursing student while admitted to a paediatric tertiary care hospital in Canada. We analysed the data using qualitative content analysis as well as Lincoln and Guba's criteria for establishing trustworthiness. The Consolidated criteria for reporting qualitative studies (COREQ) checklist was completed for the quality appraisal of this article. Findings Three categories emerged from the data: 1) how patients and parents are currently involved in the formative assessment of nursing students’ paediatric clinical practice; 2) how patients and parents would prefer to be involved in the formative assessment of nursing students’ paediatric clinical practice; and 3) the potential benefits and challenges of involving patients and parents in the formative assessment of nursing students’ paediatric clinical practice. Conclusion This study provided an understanding of patients’ and parents’ past encounters with nursing students and the elements of care that they have assessed as well as those that they would prefer to assess and provide feedback on, while considering the potential benefits and challenges of their involvement. The findings of this study will assist clinical instructors in determining how and when to involve patients and parents in the assessment of nursing students. Academic institutions offering nursing programmes should consider the study findings when improving or changing formative assessment strategies.

Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

“…This research confirms findings in similar research that the safety of all stakeholders is a primary consideration when developing a consumer feedback process (Balasa et al, 2021 ; Debyser et al, 2011 ; Stickley et al, 2011 ). When creating a new educational initiative, designers are encouraged to examine the assumptions used to justify concerns around ‘safety’ and ‘risk’ (Coelho et al, 2018 ).…”

“…Educators in our study wanted to 'control' the feedback process out of a genuine concern for each stakeholder's safety in the absence of an explicit feedback process. Nursing and medical education research provide similar debates regarding control and safety (Balasa et al, 2021;Björklund et al, 2021). Concerns of stakeholder safety are often addressed by developing feedback processes that create anonymous interactions between consumer and student with feedback being filtered and delivered to the student by the practice educator (Balasa et al, 2021;Coelho et al, 2018;Debyser et al, 2011;Stickley et al, 2010;Suikkala et al, 2018).…”

“…Nursing and medical education research provide similar debates regarding control and safety (Balasa et al, 2021;Björklund et al, 2021). Concerns of stakeholder safety are often addressed by developing feedback processes that create anonymous interactions between consumer and student with feedback being filtered and delivered to the student by the practice educator (Balasa et al, 2021;Coelho et al, 2018;Debyser et al, 2011;Stickley et al, 2010;Suikkala et al, 2018). Although anonymous and non-direct approaches to feedback can address potential safety concerns, there are several counterarguments developing in recent research.…”

“…However, consumers identify that it is their responsibility to provide a constructive critique of the student performance to assist the students in their learning and to protect the public (Coelho et al, 2018 ). Consumers report confidence to provide a critique of student performance when they are informed of the requirements of the feedback, their input is valued, and the practice context provides support (Balasa et al, 2021 ; Carty et al, 2020 ; Coelho et al, 2018 ; Suikkala et al, 2018 ). Critical consumer feedback has also been viewed constructively by the student and led to advances in student learning and professional skill demonstration (Finch et al, 2018 ; Suikkala et al, 2018 ).…”

Student nurse experiences in public healthcare clinical practice during the COVID-19 pandemic: A qualitative study

“…Existing studies on nursing student practice have underscored hospital clinical practice ( Balasa et al, 2021 ; Sim et al, 2021 ) and basic nursing practice in the classroom ( Zwakhalen et al, 2018 ). Previous research has focused on the practical experience of nursing students after the COVID-19 outbreak, highlighting the effect of online practice ( Porter et al, 2020 ; Shorey and Chua, 2022 ).…”