Work placements as learning environments for patient safety: Finnish and British preregistration nursing students’ important learning events

Abstract

Background: Cognitive Muscular TherapyTM (CMT) is an integrated behavioural intervention developed for knee osteoarthritis. CMT teaches patients to reconceptualise the condition, integrates muscle biofeedback and aims to reduce muscle overactivity, both in response to pain and during daily activities. This nested qualitative study explored patient and physiotherapist perspectives and experiences of CMT.Methods: Five physiotherapists were trained to follow a well-defined protocol and then delivered CMT to at least two patients with knee osteoarthritis. Each patient received seven individual clinical sessions and was provided with access to online learning materials incorporating animated videos. Semi-structured interviews took place after delivery/completion of the intervention and data were analysed at the patient and physiotherapist level.Results: Five physiotherapists and five patients were interviewed. All described a process of changing beliefs throughout their engagement with CMT. A framework with three phases was developed to organise the data according to how osteoarthritis was conceptualised and how this changed throughout their interactions with CMT. Firstly, was an identification of pain beliefs to be challenged and recognition of how current beliefs can misalign with daily experiences. Secondly was a process of challenging and changing beliefs, validated through new experiences. Finally, there was an embedding of changed beliefs into self-management to continue with activities. Conclusion:This study identified a range of psychological changes which occur during exposure to CMT. These changes enabled patients to reconceptualise their condition, develop a new understanding of their body, understand psychological processes, and make sense of their knee pain.

A worldwide bibliometric and network analysis of work-based learning research

“…On average, each country shares one article with three other countries. Besides that, the cluster map of the most frequently publishing organizations clearly indicates that the most frequent collaborations (thicker edges) occur between the UK and Australia; the UK and Finland; the UK and Spain and the UK and Belgium, respectively (Devins et al, 2015;Tella et al, 2016;Manley and Titchen, 2017). In summary, Figure 3 also highlights the UK as being the most central country in the network, considering the number of partners and the number of articles shared with other countries.…”

Transformational leadership in nursing and medication safety education: a discussion paper

“…, DeBourgh , Tella et al . ). Therefore, the nurse educator, in both academic and clinical settings, can serve as a role model for socialisation and can enhance student willingness to collaborate and teach one another by the nature of the informal student‐to student relationship.…”

Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences

“…2 Emphasis is often given to developing patient safety curricula, 3 courses, and educational initiatives 4 with less attention to students' experiential learning during practice placements. [5][6][7][8] Learning in, and from, practice is recognized as an educational mechanism that encompasses varying levels of observation and immersion in activities and professional communities of the placement context. 9 Informal learning from experience influences student behavior and includes mimicking role models and conformity to social or professional norms.…”

“…Although education of nurses and health professionals is central to improving care quality and patient safety,1 learning about patient safety is complex as preregistration programs generally include both academic and practice experience 2. Emphasis is often given to developing patient safety curricula,3 courses, and educational initiatives4 with less attention to students' experiential learning during practice placements 5–8. Learning in, and from, practice is recognized as an educational mechanism that encompasses varying levels of observation and immersion in activities and professional communities of the placement context 9.…”

“…The CIT is used to describe, explore, and reflect on significant16 events and experiences and is widely used in health professions' research and education 15,17. Small-scale comparisons of Finnish and UK students' important patient safety learning events using CIT8 reported national differences in event topics, potentially highlighting variations in health care policy or educational focus. UK patient safety education research identified differences across educational contexts, which may cause discomfort or dissonance for students 5,7.…”