Perspectives on consent

Mann, Hugh

doi:10.1503/cmaj.112-2090

Cited by 4 publications

(6 citation statements)

References 1 publication

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“…We also agree with Dr. Mann's comment 4 that any robust understanding of consent demands that the patient has been informed about the decision at hand. Yet there is a legal and philosophical distinction between "simple" consent, by which a patient explicitly authorizes an intervention, and the higher bar of "informed" consent.…”

supporting

confidence: 68%

Perspectives on consent

Hall

Prochazka

Fink

2012

CMAJ

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supporting

confidence: 68%

Perspectives on consent

Hall

Prochazka

Fink

2012

CMAJ

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“…Learning is a complex phenomenon and can be described from different perspectives. No single learning theory grasps all the dimensions of learning and in recent years a multifaceted understanding of learning, including cognitive, emotional and socio-cultural perspectives, has taken place [21][22][23] . According to contemporary learning theories, learning is an active construction process and the individual's life world is the basis for the individual's understanding, thinking and action [21] .…”

Section: Introductionmentioning

confidence: 99%

“…Learning, in this study, is understood as a transformative and meaning making construction process about new or modified interpretations of perceptions and experiences [24] . Meaningful learning involves a process of knowledge construction where students try to make sense of their experiences interacting with other people and the environment [21,23,25] . Assessment and reformulation of "meaning perspectives" is a core activity in learning and constitutes the individual practice [24] .…”

Section: Introductionmentioning

confidence: 99%

Self-centeredness or patient-centeredness–final year nursing students’ experiences of learning at a clinical education ward

Manninen

Scheja

Henriksson

et al. 2013

JNEP

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Background: Different types of clinical education wards with the aim of facilitating transition from student to professional have been established giving students more autonomy and responsibility. Studies report positive effects but deeper understanding concerning how clinical education wards can contribute to learning for students nearing graduation is needed. Aim:To explore final year nursing students' experiences of learning when they are supported to take care of patients independently. Methods:The context for this study was a clinical education ward for nursing students at a university hospital in Sweden. Individual and group interviews with 18 students of 29 eligible students were conducted after their clinical practice. The data was analyzed using qualitative content analysis with a focus on students' experiences of their encounters with patients, supervisors, students and other professionals. Results:The two main themes appeared as important aspects influencing final year students' learning, uncertainty as a threshold and experiencing engagement. Sub-themes characterizing uncertainty as a threshold were self-centeredness and ambivalence describing the patient from the perspective of performing nursing tasks. Sub-themes characterizing experiencing engagement were creating mutual relationship and professional development. Caring for patients with extensive need for nursing care helped the students to become patient-centered and overcome the threshold, experience engagement and authenticity in learning the profession. Conclusions:A clinical education ward may enhance the students' experience of both external and internal authenticity enabling meaningful learning and professional development. It is important to acknowledge final year nursing students' need for both challenges and support in the stressful transition from student to professional. Therefore, an explicit pedagogical framework based on patient-centered care and encouraging students to take responsibility should be used to help the students to overcome self-centeredness and to focus on the patients' needs and nursing care.

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“…Practitioners and scientists from both the biomedical and the social science domains collaborate in creating the best possible education and to provide the evidence base that informs practice [1]. As the professionals who are involved in medical education come from such diverse backgrounds, PME will cherish and publish papers with a wide variety of perspectives on learning, teaching and assessment, preferably well grounded in theoretical/conceptual frameworks.…”

mentioning

confidence: 99%

“…As the professionals who are involved in medical education come from such diverse backgrounds, PME will cherish and publish papers with a wide variety of perspectives on learning, teaching and assessment, preferably well grounded in theoretical/conceptual frameworks. Perspectives from disciplines such as psychology, education, sociology and anthropology are used more and more to understand and explain learning and to guide the design of educational activities [1]. …”

mentioning

confidence: 99%

Nothing is as practical as a good theory

Jaarsma

2012

Perspect Med Educ

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Karlijn Overeem, general practitioner and researcher, defended her thesis on 15 November 2011. The thesis concerns the development and implementation of a performance assessment system for medical specialists (consultants) in Dutch hospitals. Besides the use of multisource feedback, the assessments consist of a portfolio and an assessment interview with a trained colleague. The thesis comprises: a review, two qualitative studies and three quantitative studies.

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Perspectives on consent

Cited by 4 publications

References 1 publication

Perspectives on consent

Perspectives on consent

Self-centeredness or patient-centeredness–final year nursing students’ experiences of learning at a clinical education ward

Nothing is as practical as a good theory

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