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Applying the Theory of Guided Participation to Clinical Practice
1Author Affiliations Resolve Through Sharing®, Gundersen Medical Foundation, La Crosse, Wisconsin (Dr Limbo); and University of Wisconsin-Madison School of Nursing (Dr Pridham).
ANS. Advances in Nursing Science
|May 16, 2023
Summary
This study introduces Guided Participation (GP), an evidence-based clinical teaching method. GP enhances learner competencies and co-created goals through participatory experiences and guide-learner relationships.
Area of Science:
- Nursing Education
- Clinical Pedagogy
- Healthcare Learning
Background:
- Traditional clinical teaching often focuses on information delivery based on diagnosis.
- The guide-patient relationship is central to effective clinical learning.
- Existing methods may not fully leverage participatory experiences for skill development.
Purpose of the Study:
- To present an evidence-based clinical teaching and learning method.
- To introduce the middle-range theory of Guided Participation (GP) in clinical education.
- To enhance learner competencies and co-create learning goals for health issue resolution.
Main Methods:
- Utilizing the middle-range theory of Guided Participation (GP).
- Structuring learning within participatory experiences between guide and learner.
- Employing reflection to enhance competencies for both guide and learner.
Main Results:
- Guided Participation (GP) fosters co-created learning goals for health transformation.
- Learners develop heightened competencies for self-care and caregiving.
- Guides also experience enhanced competencies through the GP process.
Conclusions:
- Guided Participation (GP) offers a dynamic, evidence-based approach to clinical education.
- The method supports the resolution and transformation of health-related issues.
- Further exploration of skills, supports, and future directions for GP is warranted.
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