Learning From Student Experience: Development of an International Multimodal Patient Safety Education Package.

BACKGROUND: Patient safety is a global concern. Learning to provide safe, high-quality care is core to nursing education. PROBLEM: Students are exposed to diverse clinical practices, and experiences may vary between placements and across countries. Student experience is seldom used as an educational resource. APPROACH: An international, European Union-funded project, Sharing Learning from Practice for Patient Safety (SLIPPs), aimed to develop an innovative online educational package to assist patient safety learning. Based on student reported data and educational theory, multiple elements were iteratively developed by a multicountry, multidisciplinary group. OUTCOMES: The educational package is freely available on the SLIPPs Web site. Materials include a student reporting and reflection tool, virtual seminars, student reports data set, pedagogical game, high-fidelity simulation scenarios, scenario development and use guidelines, debriefing session model, and videos of simulations already performed. CONCLUSIONS: E-learning enables removal of physical barriers, allowing educators, professionals, and students from all over the world to collaborate, interact, and learn from each other.

Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences.

BACKGROUND: Underpinning all nursing education is the development of safe practitioners who provide quality care. Learning in practice settings is important, but student experiences vary. PURPOSE: This study aimed to systematically develop a robust multilingual, multiprofessional data collection tool, which prompts students to describe and reflect on patient safety experiences. APPROACH: Core to a 3-year, 5-country, European project was development of the SLIPPS (Sharing Learning from Practice for Patient Safety) Learning Event Recording Tool (SLERT). Tool construction drew on literature, theory, multinational and multidisciplinary experience, and involved pretesting and translation. Piloting included assessing usability and an initial exploration of impact via student interviews. OUTCOMES: The final SLERT (provided for readers) is freely available in 5 languages and has face validity for nursing across 5 countries. Student reports (n = 368) were collected using the tool. CONCLUSIONS: The tool functions well in assisting student learning and for collecting data. Interviews indicated the tool promoted individual learning and has potential for wider clinical teams.

Experiencia de E-dirección de tesis doctoral por compendio de publicaciones: la E-doctoranda y las E-codirectoras / E-supervision experience of the PhD theses by publications: The E-doctoral student and the E-codirectors

No disponible

Percepción de la transición a la maternidad: estudio fenomenológico en la provincia de Barcelona / Perception of the transition to motherhood: A phenomenological study in the Barcelona region

Objetivos: Describir necesidades y experiencias de madres con hijos menores de un año, identificar los factores que dificultan la transición a la maternidad y orientar en el contenido de un programa de promoción de la salud a desarrollar en sesiones grupales de apoyo a la maternidad. Diseño: Estudio cualitativo con enfoque fenomenológico. Emplazamiento: Ocho centros de Atención Primaria de la provincia de Barcelona, entre julio de 2011 y julio de 2012. Participantes: Un total de 21 madres que participan en dinámicas grupales de apoyo a la maternidad. Método: Selección opinática de las participantes en las entrevistas semiestructuradas. Las transcripciones se analizaron en su estructura (análisis de contenido latente) y contenido (análisis de contenido manifiesto), obteniéndose diferentes categorías. Resultados: Las participantes en el estudio definen el constructo de la maternidad en torno a 3 categorías: los cambios en el estilo de vida, los sentimientos y las percepciones. Identifican como momentos más estresantes: «el nuevo rol», «los cambios en la relación de pareja», «sentimientos encontrados», «experiencias del embarazo y parto», «la idealización», «la falta de apoyo», «llantos», «cólicos», «interpretar las señales del niño», «baño», «descanso», «opiniones contradictorias», «aprendizaje» y «adquisición de nuevas habilidades». Destacan como temas principales para las dinámicas grupales: alimentación, desarrollo, relación afectiva, confianza materna, participación de los padres, papel de la familia, aspectos emocionales, descanso, masaje, baño, prevención de accidentes, cólicos, primeros auxilios, puericultura, recursos y vacunas. Conclusión: Las dinámicas grupales deben contextualizarse de acuerdo a las necesidades percibidas por las madres y permitir la participación de otras figuras familiares (AU)

Objectives: To describe needs and experiences of mothers with children under one year old, to identify the factors that hinder the transition to motherhood, and to design the content of a health promotion program to develop motherhood support group sessions. Design: A qualitative study with a phenomenological approach. Location: Eight Primary Care Centres in the province of Barcelona, between July 2011 and July 2012. Participants: A total of 21 mothers participating in group dynamics maternity support: All of them participated in interviews and 8 in focus group. Method: Semi-structured interviews were used in a purposive sample. The transcriptions were analysed by structure (latent content analysis) and content (manifest content analysis), with different categories being obtained. Results: The participants in the study defined the construct of motherhood around three categories: Changes in lifestyle, feelings and perceptions. They identified as the most stress fultimes; «the new role», «changes in the partner relationship», «feelings», «experiences of pregnancy and childbirth», «idealisation», «lack of support», «crying», «colic», «read the signs of the child», «bath», «rest», «contradictory opinions», «learning», and «acquisition of new skills». They highlighted, as key topics for group dynamics, feeding, development, affective relationship, maternal confidence, fathers participation, family role, emotional, rest, massage, bath, accident prevention, colic, first aid, childcare, resources, and vaccines. Conclusion: Dynamic groups should be contextualised according to the perceived needs of the mothers, and other family members should be allowed to participate (AU)

[Perception of the transition to motherhood: a phenomenological study in the Barcelona region]. / Percepción de la transición a la maternidad: estudio fenomenológico en la provincia de Barcelona.

OBJECTIVES: To describe needs and experiences of mothers with children under one year old, to identify the factors that hinder the transition to motherhood, and to design the content of a health promotion program to develop motherhood support group sessions. DESIGN: A qualitative study with a phenomenological approach. LOCATION: Eight Primary Care Centres in the province of Barcelona, between July 2011 and July 2012. PARTICIPANTS: A total of 21 mothers participating in group dynamics maternity support: All of them participated in interviews and 8 in focus group. METHOD: Semi-structured interviews were used in a purposive sample. The transcriptions were analysed by structure (latent content analysis) and content (manifest content analysis), with different categories being obtained. RESULTS: The participants in the study defined the construct of motherhood around three categories: Changes in lifestyle, feelings and perceptions. They identified as the most stressful times; «the new role¼, «changes in the partner relationship¼, «feelings¼, «experiences of pregnancy and childbirth¼, «idealisation¼, «lack of support¼, «crying¼, «colic¼, «read the signs of the child¼, «bath¼, «rest¼, «contradictory opinions¼, «learning¼, and «acquisition of new skills¼. They highlighted, as key topics for group dynamics, feeding, development, affective relationship, maternal confidence, fathers participation, family role, emotional, rest, massage, bath, accident prevention, colic, first aid, childcare, resources, and vaccines. CONCLUSION: Dynamic groups should be contextualised according to the perceived needs of the mothers, and other family members should be allowed to participate.

Students' experiences of cooperation with nurse teacher during their clinical placements: an empirical study in a Western European context.

In many European countries during the last decade, the clinical role of the nurse teacher has changed from a clinical skilled practitioner to a liaison person working between educational and health care provider organisations. This study explored pre-registration nursing students' perceptions of cooperation with nurse teachers during their clinical placements in nine Western European countries. The study also assessed the type and range of e-communication between students and nurse teachers and whom the students' perceived as their most important professional role model. The study is a descriptive survey. Quantitative data were collected from 17 higher education institutes of nursing located in the northern, middle and southern parts of Europe. The purposive sample (N = 1903) comprised students who had participated in courses which included clinical placements. The data were analysed using descriptive statistics. Comparisons between the groups were made using cross-tabulation. The majority (57%) of students met their nurse teacher 1-3 times during their placement while 13% of the students did not meet their nurse teacher at all. Additionally, 66% of respondents used some form of e-communication (e-mail, mobile text messages etc.) to communicate with their nurse teacher. It is important to clarify the division of labour between nurse teachers and Mentors. There are both opportunities and challenges in how to utilise information technology to more effectively promote cooperation between students and nurse teachers.

Percepción de las enfermeras de atenciónespecializada sobre la prescripción enfermera / Perception of specialised care nurses on nursing prescription

El objetivo de esta investigación fue determinar la percepción que sobreel concepto de “prescripción enfermera” tienen los profesionales enfermerosde atención especializada. Para ello se realizó un abordaje cualitativomediante técnica Delphi, con la participación de 20 profesionalesenfermeros que constituyeron el grupo de expertos. El período de estudioestuvo comprendido entre diciembre de 2008 y febrero de 2009 y sedesarrolló en un hospital de tercer nivel de la Comunidad de Madrid.Se identificaron 17 actividades que fueron entendidas por el grupo de expertoscomo prescripción enfermera, siendo éstas agrupadas con arregloa tres categorías: prescripción independiente, colaborativa y basándoseen un protocolo. El grupo de expertos consideró que dichas actividadespueden ser desarrolladas mediante dos perfiles competenciales enfermeros:el perfil administrativo y el facultativo (AU)

The objective of this research study was to determine the perception heldby specialised care nursing professionals on the concept of “nursingprescription”. In order to do so, a qualitative approach was employedby means of the Delphi technique, with the participation of 20 nursingprofessionals who embodied the expert group. The study period spannedfrom december 2008 to february 2009 and it was conducted in athird level hospital of the Community of Madrid. 17 activities that wereviewed as the expert group as nursing prescription were identified andgrouped into three categories: independent prescription, collaborativeprescription, protocol-based prescription. The expert group consideredthat these activities may be developed by means of two nursing competenceprofiles: the administrative profile and the medical profile (AU)