Barra laterale dell'articolo

Scarica
Abbonamento o quota di accesso PDF (EUR 5)
Statistica
Leggi contatore : 1624 Scarica : 55

Contenuto dell'articolo principale

Abstract

SCOPO: analizzare percezione e esperienza di studenti, infermieri assistenti di tirocinio e tutor universitari a seguito dell'implementazione di una Dedicated Education Unit (DEU) in un reparto di medicina ad indirizzo pneumologico.

METODO: il disegno di studio utilizzato è di tipo qualitativo descrittivo. I dati sono stati raccolti attraverso focus groups (FGs). Sono stati organizzati quattro FGs, uno per ciascun gruppo di stakeholder (studenti, infermieri e tutor) ed uno conclusivo con tutti. Per l'analisi dei FGs è stata utilizzata l'analisi qualitativa del contenuto. È stato somministrato il questionario CLES+T agli studenti, per confermare i dati qualitativi.

RISULTATI: partecipanti: 6 tutor, 7 infermieri e 10 studenti (6 primo anno, 2 secondo anno, 2 terzo anno). L'esperienza è stata positiva. I temi emersi rispetto agli aspetti positivi sono quattro, alcuni trasversali, altri specifici: 1.Briefing e debriefing come occasione di confronto e apprendimento (trasversale), 2.Potenzialití  peer education (trasversale), 3. Presa in cura globale e olistica (studenti), 4.Tutor Universitario presente nella clinica come risorsa(trasversale). Per quanto riguarda le criticití  è emerso un macro-tema, riferito alle "Peculiarití  organizzative", che contiene tre sotto-temi: 1.Carico di lavoro (tutor e infermieri), 2.Disomogeneití  comportamento/atteggiamento infermieri e tutor(trasversale), 3. Mancanza rapporto personale studente/assistente di tirocinio (studenti). Le proposte migliorative sono tutte legate alle peculiarití  organizzative.

CONCLUSIONI: Questo studio riporta per la prima volta una sperimentazione a livello italiano del modello di organizzazione del tirocinio DEU. L'esperienza è stata molto positiva, ha favorito la possibilití  di riflessione durante l'esperienza, ha permesso alla realtí  clinica e all'ambiente universitario di dialogare e lavorare per l'obiettivo comune, ossia il miglior apprendimento dello studente.

Parole  Chiave: Dedicated Education Unit, Ricerca qualitativa, Focus groups, Ambiente apprendimento clinico, Percezione.

 

Students, clinical nurse preceptors and academic tutors' perception and experience in relation to the implementation of a Dedicated Education Unit: a qualitative study using focus group.

OBJECTIVE: analyse students, clinical nurse preceptors and academic tutors' perception and experience further to the implementation of a Dedicated Education Unit (DEU) in a pulmonary medicine ward.

METHOD: The study follows a qualitative descriptive method. Data have been collected through focus groups (FGs). We have organized four different FGs, a specific focus group for each stakeholder (students, nurses and tutors) and a closing one with everybody. Each FG followed a qualitative content analysis method. Students had to fill in the CLES+T questionnaire to confirm qualitative data.

RESULTS: Participants: 6 tutors, 7 nurses and 10 students (i.e. 6 first-year, 2 second-year and 2 third-year students). The experience has been positive. We have found four different themes, both cross-sectional and specific, in relation to positive aspects. 1. Briefing and debriefing as discussion and learning opportunities (cross-sectional); 2. Peer education potentialities (cross-sectional); 3. Global and holistic care (students); 4. Academic tutors as ward resources (cross-sectional). In relation to critical aspects, instead, we have highlighted a macro-theme, which refers to "Organizational peculiarities" and is composed of three subthemes: 1. Workload (tutors and nurses); 2. Inhomogeneity in nurses and tutors' behaviour/attitude (cross-sectional); 3. Lack of a personal relationship between students and training assistants (students). All the ameliorative proposals are related to organizational peculiarities.

CONCLUSION: This study reports the first Italian experimentation of the DEU training organization model. The experience has been very positive: it has not only promoted a moment's reflection but also provided the opportunity for both the Clinical and the Academic setting to discuss and collaborate to reach the common goal, i.e. best student learning.

Keywords: Dedicated Education Unit, Qualitative research, Focus groups, Clinical learning environment, Perception

Dettagli dell'articolo

Come citare
Bonetti, L., Cattalani, M., Pacciani, A., Angelini, C., Basile, P., Currí , M. C., Evicelli, E., Spotti, D., Crisalide, C., & Ledonne, G. (2017). Percezione ed esperienza di studenti, assistenti di tirocinio e tutor universitari in relazione all’implementazione di una Dedicated Education Unit: una ricerca qualitativa con focus group. PROFESSIONI INFERMIERISTICHE, 70(3). Recuperato da https://www.profinf.net/pro3/index.php/IN/article/view/423
Scarica citazione
Endnote/Zotero/Mendeley (RIS)
BibTeX

Riferimenti

  • Casey, M., Hale, J., Jamieson, I., Sims, D., Whittle, R., & Kilkenny, T. (2008). Dedicated education units"”a new way of supporting clinical learning: a new way of supporting student nurses in their clinical placements has been successfully piloted at Canterbury District Health Board The Free Library. (2008). C disponibile a: http://www.thefreelibrary.com/Dedicated+education+units-a+new+way+of+supporting+clinical+ learning%3A...-a0190150308 Data ultima consultazione: 10/06/2017
  • Chmura, J.Q. (2016). Dedicated Education Unit Model in a Hospice and Palliative Care Setting. Nurse educator, 41(1), 25-28. doi: 10.1097/NNE.0000000000000193.
  • Dadgaran, I., Parvizy, S., & Peyrovi H. (2012). A Global Issue in Nursing Students' Clinical Learning: The Theory–Practice Gap. Procedia - Social and Behavioral Sciences, 47, 1713-1718. doi: 10.1016/j.sbspro.2012.06.888
  • Dapremont, J., & Lee, S. (2013). Partnering to educate: Dedicated education units. Nurse Education In Practice, 13(5), 335-337. doi: 10.1016/j.nepr.2013.02.015.
  • De Marinis, M.G., Tartaglini, D., Matarese, M., Piredda M., & Binetti P. (1999). Modelli per la formazione clinica nel diploma universitario per infermiere. Nursing Oggi, 4 (2), 41-47.
  • Dean, G., Reishtein, J., McVey, J., Ambrose, M., Burke, S., Haskins, M., & Jones, J. (2013). Implementing a Dedicated Education Unit: A Practice Partnership With Oncology Nurses. Clinical Journal Of Oncology Nursing, 17(2) 208-210.
  • Devereaux Melillo, K., Abdalla, L., Dodge, L., Dowling, J., Prendergast, N., Rathbone, A., Remington, R., Shellman, J., & Thornton, C. (2014). Developing a dedicated education unit in long-term care: A pilot project. Geriatric Nursing, 35 (4) 264-271. doi: 10.1016/j.gerinurse.2014.02.022
  • Edgecombe, K., Wotton, K., Gonda, J., & Mason, P., (1999). Dedicated education units: A new concept for clinical teaching and learning. Contemporary Nurse, 8 (4), 166-171.
  • Elo, S., & Kingäs, H. (2008). The qualitative analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x.
  • Freundl, M., Anthony, M., Johnson, B., Harmer, B., Carter, J., Boudiab, L., & Nelson, V. (2012). A Dedicated Education Unit VA Medical Centers and Baccalaureate Nursing Programs Partnership Model. Journal of Professional Nursing, 28(6), 344-350. doi: 10.1016/j.profnurs.2012.05.008.
  • Galuska, L.A. (2015). Dedicated Education Units: Partnerships for Building Leadership Competency. The Journal of nursing education 54(7), 385-388. doi: 10.3928/01484834-20150617-05.
  • Glazer, G., Erickson, J., Mylott, L., Mulready-Shick, J., & Banister, G. (2011). Partnering and Leadership Core Requirements for Developing a Dedicated Education Unit. Journal of Nursing Administration, 41(10), 401-406.
  • Gonda J., Wotton K., Edgecombe K., & Mason P. (1999). Dedicated education units: 2. an evaluation. Contemporary Nurse, 8(4), 172-176.
  • Harmer, B.M., Huffman, J., & Johnson, B. (2011) Clinical peer mentoring: partnering BSN seniors and sophomores on a dedicated education unit. Nurse Educator, 36(5), 197-202. doi: 10.1097/NNE.0b013e3182297d17.
  • Hsieh, H.F., & Shannon S.E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277–1288.
  • Jayasekara, R.S. (2012). Focus groups in nursing research: methodological perspectives. Nursing Outlook, 60(6), 411-416. doi: 10.1016/j.outlook.2012.02.001.
  • Johnsen, J.L. (2012). A Student's Perspective of Learning on a Dedicated Education Unit. Rhode Island College Honors Projects at Digital Commons @ RIC. Disponibile a: http://digitalcommons.ric.edu/cgi/viewcontent.cgi?article=1057&context=honors_projects Data ultima consultazione: 10/06/2017
  • McVey, C., Vessey, J., Kenner, C., & Pressler, J. (2014). Interprofessional Dedicated Education Unit: An Academic Practice Partnership. Nurse Educator. 39(4), 153-154. doi: 10.1097/NNE.0000000000000051.
  • Miller, T.W. (2005). The dedicated education unit: a practice and education partnership. Nursing leadership forum. 9(4), 169-173.
  • Moscato, S., Nishioka, V., & Coe, M. (2013). Dedicated Education Unit: Implementing an Innovation in Replication Sites. Journal of Nursing Education, 52(5), 259-267. doi: 10.3928/01484834-20130328-01
  • Moscato, S.R., Miller, J., Logsdon, K., Weinberg, S., & Chorpenning, L. (2007). Dedicated Education Unit: an innovative clinical partner education model. Nursing Outlook 55(1):31-37.
  • Mulready-Shick J., & Flanagan K. (2014). Building the evidence for dedicated education unit sustainability and partnership success. Nursing education perspectives. 35(5), 287-293.
  • Nishioka, V.M., Coe, M.T., Hanita, M., & Moscato, S.R. (2014a). Dedicated education unit: student perspectives. Nursing education perspectives. 35(5), 301-307.
  • Nishioka, V.M., Coe, M.T., Hanita, M., & Moscato, S.R. (2014b). Dedicated education unit: nurse perspectives on their clinical teaching role. Nursing education perspectives 35(5), 294-300.
  • Polvado, K.J., Sportsman, S., & Bradshaw, P. (2015). Pilot study of a dedicated education unit: Lessons learned. Journal of Nursing Education and Practice, 5(12), 122-130. doi: https://doi.org/10.5430/jnep.v5n12p122
  • Ranse, K., & Grealish, L. (2007). Nursing students' perceptions of learning in the clinical setting of the Dedicated Education Unit. Journal of Advanced Nursing 58(2), 171-9.
  • Rhodes, M.L., Meyers, C.C., & Underhill, M.L. (2012). Evaluation outcomes of a dedicated education unit in a baccalaureate-nursing program. Journal of professional nursing, 28(4), 223-230. doi:10.1016/j.profnurs. 2011.11.019.
  • Saxton, R., Warmbrodt, L., Mahley, S., Reberry, D., & McNeece, P. (2015). The Dedicated Education Unit Experience: What's in It for Professional Development Nurses? Journal for nurses in professional development 31(3), 145-150. doi: 10.1097/NND. 0000000000000178.
  • Schon D.A., (1999) Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Bari, Dedalo.
  • Sim, J. (1998). Collecting and analysing qualitative data: issues raised by the focus group. Journal of Advanced Nursing, 28, 345–352.
  • Tomietto M., Saiani L., Palese A., Cunico L., Cicolini G., Watson P., & Saarikoski M. (2012). Clinical learning environment and supervision plus nurse teacher (CLES+T) scale: testing the psychometric characteristics of the Italian version. Giornale italiano di medicina del lavoro ed ergonomia, 34(2 Suppl B), B72-80.
  • Zannini L. (2005) La tutorship nella formazione degli adulti. Uno sguardo pedagogico. Milano, Guerini Scientifica.
  • Zhang, Y., & Wildemuth, B.M. (2009). Qualitative analysis of content. In: Applications of Social Research Methods to Questions in Information and Library Science (Wildemuth BM. Ed.) Westport CT- USA, Libraries Unlimited, 309– 319.