Learning Relationships - Interprofessional.ubc.ca
Transcription
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