Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

Background: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement e...

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Autores: Pedregosa Fauste, Sara, Fabrellas i Padrès, Núria, Risco, Ester, Pereira, Mariana, Stefaniak, Malgorzata, Şenuzun, Fisun, Martin, Sandra, Zabalegui Yárnoz, Adelaida
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/183871
Acceso en línea:https://hdl.handle.net/2445/183871
Access Level:acceso abierto
Palabra clave:Ensenyament de la infermeria
Pràcticums
Llevadores
Nursing education
Practicums
Midwives
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spelling Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placementsPedregosa Fauste, SaraFabrellas i Padrès, NúriaRisco, EsterPereira, MarianaStefaniak, MalgorzataŞenuzun, FisunMartin, SandraZabalegui Yárnoz, AdelaidaEnsenyament de la infermeriaPràcticumsLlevadoresNursing educationPracticumsMidwivesBackground: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods: We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants' responses to the Consolidated Framework for Implementation Research construct questions. Results: Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions: This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model. Keywords: Dedicated education unit, Consolidated framework for implementation research, Clinical learning environment, clinical education, Nursing studentsBioMed Central2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/183871Articles publicats en revistes (Infermeria de Salut Pública, Salut mental i Maternoinfantil)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1186/s12912-021-00576-5BMC Nursing, 2021, vol. 20https://doi.org/10.1186/s12912-021-00576-5cc-by (c) Pedregosa, Sara et al., 2021https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1838712026-05-27T06:46:51Z
dc.title.none.fl_str_mv Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
title Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
spellingShingle Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
Pedregosa Fauste, Sara
Ensenyament de la infermeria
Pràcticums
Llevadores
Nursing education
Practicums
Midwives
title_short Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
title_full Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
title_fullStr Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
title_full_unstemmed Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
title_sort Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements
dc.creator.none.fl_str_mv Pedregosa Fauste, Sara
Fabrellas i Padrès, Núria
Risco, Ester
Pereira, Mariana
Stefaniak, Malgorzata
Şenuzun, Fisun
Martin, Sandra
Zabalegui Yárnoz, Adelaida
author Pedregosa Fauste, Sara
author_facet Pedregosa Fauste, Sara
Fabrellas i Padrès, Núria
Risco, Ester
Pereira, Mariana
Stefaniak, Malgorzata
Şenuzun, Fisun
Martin, Sandra
Zabalegui Yárnoz, Adelaida
author_role author
author2 Fabrellas i Padrès, Núria
Risco, Ester
Pereira, Mariana
Stefaniak, Malgorzata
Şenuzun, Fisun
Martin, Sandra
Zabalegui Yárnoz, Adelaida
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Ensenyament de la infermeria
Pràcticums
Llevadores
Nursing education
Practicums
Midwives
topic Ensenyament de la infermeria
Pràcticums
Llevadores
Nursing education
Practicums
Midwives
description Background: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods: We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants' responses to the Consolidated Framework for Implementation Research construct questions. Results: Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions: This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model. Keywords: Dedicated education unit, Consolidated framework for implementation research, Clinical learning environment, clinical education, Nursing students
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/183871
url https://hdl.handle.net/2445/183871
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1186/s12912-021-00576-5
BMC Nursing, 2021, vol. 20
https://doi.org/10.1186/s12912-021-00576-5
dc.rights.none.fl_str_mv cc-by (c) Pedregosa, Sara et al., 2021
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Pedregosa, Sara et al., 2021
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv BioMed Central
publisher.none.fl_str_mv BioMed Central
dc.source.none.fl_str_mv Articles publicats en revistes (Infermeria de Salut Pública, Salut mental i Maternoinfantil)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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