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Further Learning From the Patient: The Analytic Space and Process, Article Critique Example

Pages: 4

Words: 1042

Article Critique

Introduction

The research article offers information regarding adult patients and their lack of knowledge regarding the student-nurse relationship, and their learning curve as they contribute to the discussion to potentially bridge gaps and support their own health.

Research question/s

The research question in the article is clear and answerable because it addresses the significance of learning from both the patient and student perspectives in order to create an effective dynamic to expand knowledge and resources towards a set of common objectives. The research question utilizes adult patients’ limited knowledge in supporting student learners in a clinical environment. This research is important because it aims to evaluate how patients serve as “experience brokers” in addressing the balance between student learning and clinical knowledge in a positive manner, recognizing the value of this relationship in educating students at a higher level to become independent clinicians.

Research design/methodology

 This study utilized a qualitative systematic review in order to expand the limited amount of evidence regarding this topic, and this method was appropriate in supporting a dynamic of rigor that would improve the qualitative focus in this area. All patients selected for inclusion were required to complete a Mental Status Questionnaire and provide written informed consent to participate. Semi-structured questions were used in an interview format to obtain patient information and insight. The rationale for the study was to determine how clinician and student nurse interactions participated in a learning environment and how patients were involved in this process.

Study population

For this study, there were a total of 14 adult patients that included four women and ten men, and they were selected with the approval of the charge nurse and attending nurse clinician within a tertiary healthcare organization in Australia. Each participant was assigned to a nurse clinician and undergraduate student over a three-five day period of time, and all students and clinicians were also required to provide informed consent in order to participate in the study.

Data analysis

The study utilized a face-to-face interview with patients, using semi-structured questions privately to ensure patient confidentiality as much as possible. All interviews were audiotaped and lasted approximately 30-50 minutes, and all information was transcribed into a word processing program for further analysis and discussion. The identification of key words created patterns of similarity for further discussion into three specific themes.

Results                                                              

 The study results demonstrate that patients play a significant role in the teaching environment between students and clinicians, as they are provided with opportunities to express themselves as observers of these interactions. A number of themes within the study were identified and supported how patients evaluate nurse-student interactions and what is required to achieve a mutually beneficial learning experience in this regard, which falls under “Patients as experience brokers” (Stockhausen, 2009). In addition “Patients as observers of teaching and learning to care” emphasizes how patients perceive students’ perceptions of their health status and the actions that are required to achieve optimal health (Stockhausen, 2009). Finally, “Patients as participants in teaching to care” represents how patients perceive their own contributions to student learning and what they might bring to the conversation to enable students to learn at the desired level to be active contributors to patient care (Stockhausen, 2009).

Discussion and conclusions 

Discussion – It is believed that student learning has an entirely different dimension that involves their interaction with patients, and this provides important insight into the dimensions of care that influence patient outcomes at a high level. Therefore, patients must serve as a significant component of the learning curve and provide students with opportunities to gain valuable experience and knowledge that contributes to their overall growth and body of knowledge. Student nurses must develop perceptions of practical experiences that will support their learning curve and provide them support when working with patients, both now and in the future (Henderson, Cooke, Creedy, & Walker, 2012). Patients offer an additional element to the mix by blending learning with clinicians to match students’ learning needs (Rowe, Frantz, & Bozalek, 2012). Patients must provide students with an additional set of learning tools to support their growth (Casement, 2013), while also engaging in an environment where patient interactions provide a positive and meaningful experience (Purtilo, Haddad, & Doherty, 2014). Nursing students must also learn how to communicate effectively with patients (Arnold & Boggs, 2015) and focus on their patients’ needs above all else (Grilo, Santos, Rita, & Gomes, 2014).

Conclusions

This discussion provides a unique perspective regarding how nursing students learn from their patients and the input that they provide as observers and as participants, using the concept of “experienced broker” in this process (Stockhausen, 2009).

Strengths

 This study provides an additional layer of learning for student nurses that addresses interaction with patients as a primary goal and objective in supporting their growth in this role. The study emphasizes the clinical setting and the interactions that take place between nurses, students, and clinicians in these environments.

Weaknesses

Study limitations – With only 14 participants in the study, the validity of these responses may be limited due to patient vulnerabilities and health status.

Literature review- The literature that was utilized for the study has significant gaps and represent limited current studies.

Suggestions for improvement

Recommendations – It is recommended that additional studies regarding patient-student-clinician interactions must be explored in order to effectively address this dynamic and the learning curve that ensues. It is anticipated that patient education of nurses will lead to future studies regarding this learning environment and how to balance the objectives of patients with those of students and clinicians.

References

Arnold, E. C., & Boggs, K. U. (2015). Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences.

Casement, P. (2013). Further learning from the patient: The analytic space and process. Routledge.

Grilo, A. M., Santos, M. C., Rita, J. S., & Gomes, A. I. (2014). Assessment of nursing students and nurses’ orientation towards patient-centeredness. Nurse education today34(1), 35-39.

Henderson, A., Cooke, M., Creedy, D. K., & Walker, R. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today32(3), 299-302.

Purtilo, R. B., Haddad, A. M., & Doherty, R. F. (2014). Health professional and patient interaction. Elsevier Health Sciences.

Rowe, M., Frantz, J., & Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical Teacher34(4), e216-e221.

Stockhausen, L.J. (2009). The patient as experience broker in clinical learning. Nurse Education in Practice, 9, 184-189.

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