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Related Experiment Videos

Promoting purposeful partnerships

E Patterson, D Cruickshank

    Contemporary Nurse
    |March 1, 1996
    PubMed
    Summary
    This summary is machine-generated.

    Engaging students, faculty, and staff in reflection sessions improved clinical nursing education. However, this process carries inherent personal, professional, and political risks that require careful management for successful partnerships.

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    Area of Science:

    • Nursing Education
    • Clinical Pedagogy
    • Healthcare Professional Development

    Background:

    • Clinical experience is a critical component of university nursing programs.
    • Student, faculty, and clinical agency staff often face challenges with clinical placements.
    • Open dialogue among stakeholders is proposed to address these difficulties.

    Purpose of the Study:

    • To evaluate the effectiveness of reflection sessions involving multiple stakeholders in university-based nursing clinical education.
    • To identify potential benefits and risks associated with reflective practices in clinical settings.

    Main Methods:

    • A trial of reflection sessions was conducted at the end of each clinical experience.
    • Participants included nursing students, clinical facilitators, faculty, and clinical agency staff.

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  • Qualitative assessment of the reflective process and its outcomes.

    • Main Results:

    • Reflection sessions yielded generally positive outcomes for clinical education.
    • The reflective process revealed inherent personal, professional, and political risks.
    • Stakeholder engagement in reflection fostered dialogue and identified areas for improvement.

    Conclusions:

    • Reflection sessions are a valuable tool for enhancing nursing clinical education.
    • Awareness and management of risks associated with reflection are crucial.
    • Purposeful partnerships in clinical education are developed through understanding these risks.