Rhodes Christine Amanda
University of Huddersfield, Department of Health Sciences , Huddersfield , UK.
Issues Compr Pediatr Nurs. 2013 Dec;36(4):291-308. doi: 10.3109/01460862.2013.830161. Epub 2013 Sep 11.
This article reports on a study that aimed to conduct an in-depth investigation into the impact of user involvement on student learning and subsequent influence on practice as a qualified nurse. This was undertaken through a single case study that followed a narrative inquiry approach. UK policy has recommended user involvement in healthcare education for a number of years; this has in turn increased requirements for involvement from Professional, Statutory and Regulatory Bodies. The Nursing and Midwifery Council (NMC, 2010) now requires program providers to clearly demonstrate how service users and carers contribute to program design, delivery and assessment. Although the literature base is expanding there remains limited evidence of the impact of involvement on student learning and improved outcomes for patients. Narratives were collected from a children's nursing student on completion of her 3-year nurse education program and again after practicing as a qualified children's nurse for 1 year. Taking part in the research enabled the participant to consider and reflect on her experience of user involvement in her education and training. Analysis followed an interpretive approach utilizing "The Listening Guide" (Doucet & Mauthner 2008) with the researcher's interpretation of how the experience was conveyed with clear acknowledgement of reflexivity.The findings identified central themes of authenticity, knowledge of self, resilience and coping, professional relationships, personalization of care, and influence on practice. This demonstrates transformative learning and support to practice, with preparation for situations and ideas on how to respond with empathy and compassion. This article contributes to the emerging evidence base specifically from a children's nursing perspective, an area with a dearth of published material. Further research with a range of students is required to explore the lasting impact on practice.
本文报道了一项研究，该研究旨在深入调查用户参与对学生学习的影响以及随后对作为合格护士的实践的影响。这是通过一项采用叙事探究方法的单一案例研究来进行的。英国政策多年来一直建议用户参与医疗保健教育；这反过来又增加了专业、法定和监管机构对参与的要求。护理和助产士理事会（NMC，2010）现在要求课程提供者明确证明服务用户和护理人员如何为课程设计、交付和评估做出贡献。尽管相关文献在不断增加，但关于参与对学生学习的影响以及对患者改善结果的证据仍然有限。从一名儿童护理专业学生在完成三年制护士教育课程后以及在成为合格的儿童护士工作一年后收集了叙事。参与这项研究使参与者能够思考和反思她在教育和培训中用户参与的经历。分析采用了解释性方法，运用了《倾听指南》（Doucet & Mauthner，2008），同时研究者对如何传达这种经历进行了解释，并明确承认了反思性。研究结果确定了真实性、自我认知、恢复力与应对、专业关系、护理个性化以及对实践的影响等核心主题。这展示了变革性学习以及对实践的支持，为应对各种情况做好准备，并提供了关于如何以同理心和同情心做出回应的思路。本文特别从儿童护理的角度为新兴的证据基础做出了贡献，这是一个缺乏已发表材料的领域。需要对更多学生进行进一步研究，以探索对实践的持久影响。
