Preparing Dedicated Education Unit Staff Nurses for the Role of Clinical Teacher

Seibert, Susan A.; Bonham, Elizabeth

doi:10.1097/nnd.0000000000000268

Cited by 10 publications

(9 citation statements)

References 27 publications

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“…Nursing faculty provide the DEU staf with educational sessions to increase their knowledge and skills regarding evidence-based clinical teaching strategies. 21 The DEUs at these hospitals provide care to acute care patients admitted on an oncology and respiratory unit or a renal and diabetic unit. University faculty from both the dental hygiene and nursing programs provided supervision of students during this activity.…”

Section: Ipe Program Descriptionmentioning

confidence: 99%

“…25 Either test is administered in one sitting, by the use of a test-retest design for which responses are completed retrospectively. [21][22][23][24][25] For either version of the test, upon relection, participants respond to how they felt about each item before exposure to an IPE experience and then again when considering how they felt after participating in an IPE event. Both versions of the ICCAS evaluate participants' self-perceived increase in attainment of interprofessional competencies.…”

Section: Post-ipe Activity Surveysmentioning

confidence: 99%

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Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Coan

Wijesuriya

Seibert

2019

Journal of Dental Education

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The aims of this study were to implement and evaluate an innovative collaborative event with hospitalized patients to help develop dental hygiene and nursing students' interprofessional competence. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to assess the students' perceptions of interprofessional skill acquisition. Participants were 24 dental hygiene and 25 nursing students at the University of Southern Indiana in spring 2016. The results showed that all students had statistically significant improvement on the ICCAS items from pretest to posttest. There were no significant differences in improvement between the two groups on any single posttest item as the impact of the responses was similar. These results suggest that incorporating collaborative experiences in hospital settings can be an effective means to develop students' skills in interprofessional competence.

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Section: Ipe Program Descriptionmentioning

confidence: 99%

Section: Post-ipe Activity Surveysmentioning

confidence: 99%

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Coan

Wijesuriya

Seibert

2019

Journal of Dental Education

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“…Clear expectations for students, preceptors, and faculty were noted for success in a DEU, as well as having a team approach of learning as a shared experience (Bentin et al, 2012;Rusch et al, 2018). Faculty have an important role in preparing and training professionals to become effective preceptors as well as role modeling appropriate behaviors and skills that are conducive to precepting (Glynn, Mcvey, Wendt, & Russell, 2017;Rhodes, Meyers, & Underhill, 2012;Seibert & Bonham, 2016). The adaptation of the DEU allows preceptors to step in as the primary educators for students in the clinical setting and supports faculty stepping into a coordinating role.…”

Section: Backg Rou N Dmentioning

confidence: 99%

The implementation of a dedicated education unit in a public health setting

Frie

Prochnow

Meiers

et al. 2020

Public Health Nursing

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Introduction The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute‐care settings, this project explores the implementation of a DEU in a public health setting. Objectives Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. Design IRB approved, pre/post survey with participant comments. Measurements Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t‐tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. Results Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p‐value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. Conclusions The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students’ positive perceptions of, and increase interest in serving as a public health nurse after graduation.

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“…Most of the higher medical colleges and universities teaching hospital, carries certain clinical teaching tasks, this skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine [1,2]. Yet these skills are rarely taught in medical schools.…”

Section: Introductionmentioning

confidence: 99%

“…All physicians, at some point in their career, are responsible for the education of their peers and junior colleagues [1]. Bedside-based clinical teaching brings together a learning triad of patients, students, and tutors and involves an interaction [2]. Bedside-based clinical teaching acts as an important practical approach for the medical students acquisition of knowledge and clinical skills that are difficult to teach through other methods, as well as procedural, physical examination and communication skills [3,4].…”

Section: Introductionmentioning

confidence: 99%

The Situation and Experience of Teacher Training for Clinical Teaching in Rizhao Region, China

Hong¹,

Leng²,

Yang³

et al. 2016

Proceedings of the 2016 International Conference on Education, E-Learning and Management Technology

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To understand the state of clinical teaching and improve the level, we choose the case of Rizhao City People's Hospital to investigate the clinical teaching quality, and analysis the problems existed in clinical teaching. This article explains and demonstrates how to cultivate high quality of clinical teaching faculty in the hospital in recent years of work experience, from the ideological education, cultivate mainstay, teaching system and incentive system such as system introduced from the aspects such as the establishment and implementation of the construction methods and experience of clinical teaching faculty. The study describes some of the important aspects to be considered during the bedside teaching by evaluating current practice in a teaching hospital setting. It shows the importance of ward-based bedside teaching practice particularly in teaching hospitals despite the decline in this form of teaching in the training of medical students and interns in particular as regards the teaching and reinforcing of history-taking and physical examination skills.

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Preparing Dedicated Education Unit Staff Nurses for the Role of Clinical Teacher

Cited by 10 publications

References 27 publications

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

The implementation of a dedicated education unit in a public health setting

The Situation and Experience of Teacher Training for Clinical Teaching in Rizhao Region, China

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