RNs as teachers of junior doctors

Area of Science:

• Medical Education
• Nursing Practice
• Healthcare Professional Development

Background:

• The dynamic between junior doctors and registered nurses in clinical settings is complex.
• The potential for nurses to educate and supervise junior doctors warrants investigation.
• Existing hierarchies may obscure informal teaching roles.

Purpose of the Study:

• To explore the extent to which registered nurses contribute to the education and supervision of interns.
• To examine the nature of the nurse-intern teaching-learning relationship.
• To identify barriers and facilitators to acknowledging nurses' educational roles.

Main Methods:

• Preliminary study involving interviews with registered nurses and interns.
• Qualitative data analysis to identify themes in the educational interactions.
• Exploration of the power dynamics within the doctor-nurse relationship.

Main Results:

• Evidence supports the hypothesis that nurses teach interns clinical procedures and ward integration.
• This significant teaching function is currently unacknowledged in formal structures.
• The teaching occurs within the 'doctor-nurse game,' involving subtle power inversions.

Conclusions:

• Registered nurses play a key, albeit informal, role in educating interns.
• The unacknowledged nature of this role hinders formal recognition and support.
• Recommendations include providing training and formal recognition for nurses in this educational capacity.