Turning the tables: When the student teaches the professional — A case description of an innovative teaching approach as told by the students

Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an...

Full description

Saved in:

Bibliographic Details
Published in:	Nurse education today Vol. 31; no. 8; pp. 803 - 808
Main Authors:	Savage, Carl, Amanali, Shirin, Andersson, Agneta, Löhr, Susanne Carrera, Eliasson, Zenitha, Eriksson, Hanna, Erlandsson, Anette, Goobar, Sofia, Holm, Jenny, Johansson, Claudia, Langendahl, Elin, Lindberg, Amie, Lundin, Jennifer, Uhrdin, Anna, Schwarz, Ulrica von Thiele
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01-11-2011 Elsevier Science Ltd
Subjects:	Adaptive reflection Attitude of Health Personnel Clinical Competence Collaboration College students Computer-Assisted Instruction Content analysis Continuing professional education E-learning Education, Nursing, Baccalaureate - methods Education, Nursing, Continuing - methods Education, Nursing, Continuing - organization & administration Health care Humans Internet Learning Learning Processes Medicin och hälsovetenskap Nurses Nursing Nursing education Nursing Education Research Nursing Evaluation Research Nursing Staff, Hospital - education Organizational Innovation Roles of the teacher Self Efficacy Selfreflection Student Centered Learning Students, Nursing - psychology Teachers Teaching - methods Undergraduate nursing education Sweden Continuing professional education Roles of the teacher e-learning Undergraduate nursing education Adaptive reflection
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 ObjectType-Article-1 ObjectType-Feature-2
ISSN:	0260-6917 1532-2793 1532-2793
DOI:	10.1016/j.nedt.2010.11.023