Learning Relationships - Interprofessional.ubc.ca

Learning Relationships
- Patient-student encounters
at a clinical education ward
Katri Manninen
RN, PhD, Senior Clinical Lecturer
Student learning at a clinical
education ward with an explicit
pedagogical framework
From students’, patients’ and
supervisors’ perspectives
Experience of authenticity:
The core of student learning
Authenticity
makes learning
meaningful
Students and
patients
Learning
relationships
between
students and
patients
Students
Balancing
patient care
and
supervision
Supervisors
Exploring patient – student encounters in relation to students’
learning at a clinical education ward
Learning relationship
Attending relationship
Ethnographic study
Observations and follow-up interviews
10 patients
11 students
Ethnographic approach: description, analysis and
interpretation
Results
Learning
relationship
Attending
relationship
• Mutual relationship
• One-way relationship
• Patient as active
participant
• Patient as passive
participant
• Joint action
• Training object
I learnt today about my blood pressure… I
thought that I had medicine for that but it
turned out I didn’t. The students listen to me
and they explain as well as they can and
even better… that is different from other
wards where nurses and physicians think
that because they know something
everybody knows it.
Patient, follow-up interview
Learning relationship
The student continues to look for veins
and says that it is difficult since the patient
is dehydrated. He finds a vein, inserts the
needle and asks the patient if it hurts. The
patient says that it hurts. The student does
not respond to that. He does not succeed
and says that he will wait a while and asks
the patient if it is okay that he takes the
vital controls instead. The patient nods her
head.
Observation, field note
Attending relationship
Learning with patients
Mutual relationships
Patients as active participants
Joint action
Patient-centeredness allows patients to participate actively
Interacting with patients in a meaning-making learning process
Learning as a joint action
I got the evidence for the importance of seeing
the individual, listening to him and not taking
over… the patient is in focus and decides what we
do and how and why…so he needs to be informed
and understand what’s it all about.
Manninen et al. 2014.
BMC Medical Education 2014
Doi: 10.1186/1472-6920-14-131
Student
[email protected]
http://hdl.handle.net/10616/41988