vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

Stephens, Melanie

doi:10.4172/2167-1168.1000320

Cited by 7 publications

(7 citation statements)

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“…Epstein's (1977) conceptual framework has been used to measure change in values and attitudes of 755 student nurses across seven countries, engaging in enrichment activities including IPE/L. A judgement was made about the level of change in student's values, attitudes and beliefs by extracting student citations from the included papers and when applied within a meta synthesis the findings provided a deeper understanding of the impact IPE/L activities has on student affective domain development (Stephens, 2015). Four dependent variables were uncovered which were mapped in diagrammatic form to aid further analysis 'Educational activities, based on cultural encounters within real clinical situations, that are repeated over time and enable the student to evaluate and reflect on their own learning directly influence affective domain development ' (p.8) This paper reports the findings of a study that tested and extended the application of Epstein's (1977) conceptual framework in practice: measuring the influence of an IPL programme on student affective domain development, assessing changes in values, attitudes, and student behaviour.…”

Section: Background: Measuring Ipl Outcomes and Affective Domain Learmentioning

confidence: 99%

“…Evidence is inconclusive with respect to IPE achieving sustained attitude, value and behaviour change on university based students (Lapkin, Levett-Jones, and Gilligan 2013). One off IPE events are unlikely to change attitudes whereas, repeated IPE or a longitudinal programme will lead to attitudinal change (Stephens 2015). There is however, still limited evidence that demonstrates the transferability of IPE outcomes to a student's clinical practice setting (Lapkin et al 2013).…”

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confidence: 99%

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Extending conceptual understanding: How interprofessional education influences affective domain development

Stephens

Ormandy²

2018

Journal of Interprofessional Care

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Interprofessional learning (IPL) can influence affective domain development of students through teaching activities that facilitate learning with, from, and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This article tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values, and behaviours) to explain what works for whom, when, and in what circumstances. The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student's attitudes and values, and to identify behaviour changes in clinical practice towards interprofessional working. Using an action research approach, based in practice, an IPL programme was delivered over 6 weeks. Students from five professions, nursing, radiography, physiotherapy, social work, and podiatry (n = 63), participated over the two action research cycles and in semi-structured focus groups (n = 37). The recorded personal experiences of the IPL activities on the students were examined in relation to the type of activity; impact on the affective domain of learning (attitude, value, or behaviour) and self-reported outcome on application to their practice. Modification in affective domain development was measured to identification or internalisation stage for 30 of the students. Self-reported outcomes on application to practice included direct impact on patient care, personal resilience building, improved communication, and ability to challenge practice. This article presents a conceptual framework not evident in current research, in regard to what IPL works for whom, in what circumstances, and when. IPL activities that address a personal reward or incentive and are delivered over four weeks, imitating 'circles of care,' that explore self-assessment, team building, and reflection can lead to sustained change in values, attitudes, and behaviours.

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Section: Background: Measuring Ipl Outcomes and Affective Domain Learmentioning

confidence: 99%

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confidence: 99%

Extending conceptual understanding: How interprofessional education influences affective domain development

Stephens

Ormandy²

2018

Journal of Interprofessional Care

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“…Data was analysed as in two previous studies by grading the nurses responses using Epstein's (1977) three stages compliance, identification and internalisation (Stephens 2015;Stephens and Ormandy 2018). Data was organised by demographics, impact on attitude, value, or behaviour, and level of affective domain development coded to each comment (Table 1).…”

Section: Discussionmentioning

confidence: 99%

“…When the framework was used to measure the impact of enrichment activities on nurses five variables were exposed (Stephens 2015;Stephens and Ormandy 2018). To achieve internalisation (stage 3), of new attitudes, values, motivation, beliefs, and emotions congruent with the nursing profession educational activities should address: personal/professional, or academic goals of the student, are based on cultural encounters within real clinical situations, repeated over time, and involve premise reflection.…”

Section: Introductionmentioning

confidence: 99%

An Evidence-based Approach to Measuring Affective Domain Development

Stephens

Ormandy

2019

Journal of Professional Nursing

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“…The learning outcomes (in terms of clinical skills) are quite different. Students undertaking hands-on clinical placements reported intense and accelerated learning (Norton and Marks-Moran 2014;Stephens 2015). The following example is typical:…”

Section: Resource Awarenessmentioning

confidence: 99%

The Ethics of Educational Healthcare Placements in Low and Middle Income Countries

Ahmed¹,

Ackers-Johnson²,

Ackers³

2017

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use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

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vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

Cited by 7 publications

References 44 publications

Extending conceptual understanding: How interprofessional education influences affective domain development

Extending conceptual understanding: How interprofessional education influences affective domain development

An Evidence-based Approach to Measuring Affective Domain Development

The Ethics of Educational Healthcare Placements in Low and Middle Income Countries

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