Service user involvement in teaching and learning:student nurse perspectives

Kuti, B. ORCID: 0000-0002-1759-4795 and Houghton, T. ORCID: 0000-0003-4978-921X (2019) Service user involvement in teaching and learning:student nurse perspectives. Journal of Research in Nursing, 24 (3-4). pp. 183-194.

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Abstract

Background Service user involvement in educating healthcare professionals in higher education can help student nurses develop a compassionate approach to care practice. This article explains one university’s initiative, the Patient as Coach Team (PaCT), and presents evaluation results from phase 1. The PaCT strategy involved a service user-led session with student nurses, in small groups, sharing experiences of care from a service user perspective. Aim Our aim was to evaluate nursing students’ views of the PaCT session, involving service users in their teaching and learning. Design Survey. Method Structured questionnaires with a free-text box were completed by student nurses (n = 321). Structured question responses were analysed manually and free-text data thematically. Data collection took place from June 2016 to June 2017. Results There were very positive responses to the survey questions, with students perceiving a positive impact on their learning. Five themes emerged from the students’ free-text responses: ‘Usefulness of the session’, ‘Seeing patients’ perspectives’, ‘Inspiring and motivating session’, ‘Good discussions with patient coach’ and ‘Overall views about the PaCT session’. Conclusion The PaCT session provides a valid learning strategy, utilising coaching as a technique to enable student nurses to learn from service users’ experiences and perspectives of care. In addition, it contributes to students’ reflective practice about their individual professional practice in care settings

Item Type: Article
Uncontrolled Keywords: education, evaluation, patient as coach team, service user involvement, student nurse
Subjects: R Medicine > RT Nursing
Divisions: Faculty of Health and Wellbeing
Depositing User: Miss Bimpe Kuti
Date Deposited: 12 Nov 2019 08:57
Last Modified: 14 Nov 2019 11:02
Identification Number: 10.1177/1744987119837594
URI: http://ubir.bolton.ac.uk/id/eprint/2609

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