Felton Anne, Cook Joan, Anthony Roni
Mental health, School of Health Sciences, University of Nottingham, Nottingham, England.
Self Help UK and School of Health Sciences, University of Nottingham, Nottingham, England.
Nurs Stand. 2018 Jan 10;32(20):47-54. doi: 10.7748/ns.2018.e10620.
Partnership working with service users and carers is an integral aspect of healthcare practice and education. Increasingly complex healthcare environments, alongside changes in higher education, have led to the development of innovative learning strategies, resulting in opportunities for service users to participate in nurse education. This article describes the planning, implementation and evaluation of a co-facilitation approach to learning, in which service users and carers worked alongside lecturers to facilitate small seminar group activities with first-year undergraduate nursing students.
To evaluate the effects of a co-facilitation approach on nursing students' classroom learning. In this approach, service users and carers co-facilitated small seminar group activities with lecturers.
The co-facilitation approach was introduced concurrently in 14 groups of first-year nursing students across adult, child, mental health and learning disabilities fields of nursing in one higher education institution. The approach was evaluated using a questionnaire comprised of open-ended questions, which was distributed to the nursing students after they had participated in the facilitated group sessions.
A total of 198 nursing students completed the questionnaire. Their feedback was positive, indicating that they found the participation of service users and carers in the facilitation of group activities a stimulating and inspiring way to learn, and it improved their understanding of person-centred approaches to care.
The involvement of service users and carers in classroom learning is meaningful and relevant to nursing students' education. The co-facilitation approach enabled them to understand the person rather than only the patient, which is essential in providing person-centred care. However, it is necessary to identify the means to support students to build resilience and maintain their learning in challenging healthcare environments.
与服务使用者及护理者建立合作关系是医疗保健实践与教育的一个重要方面。日益复杂的医疗环境，再加上高等教育的变革，促使了创新学习策略的发展，为服务使用者参与护理教育创造了机会。本文描述了一种共同促进学习方法的规划、实施与评估，在这种方法中，服务使用者和护理者与讲师一起，为本科一年级护理专业学生的小型研讨小组活动提供协助。
评估共同促进学习方法对护理专业学生课堂学习的影响。在这种方法中，服务使用者和护理者与讲师共同为小型研讨小组活动提供协助。
在一所高等教育机构中，针对成人护理、儿童护理、精神健康护理和学习障碍护理领域的14个本科一年级护理专业学生小组，同时引入了共同促进学习方法。通过一份由开放式问题组成的问卷对该方法进行评估，问卷在护理专业学生参与完协助小组课程后发放。
共有198名护理专业学生完成了问卷。他们的反馈是积极的，表明他们发现服务使用者和护理者参与小组活动的协助是一种刺激且鼓舞人心的学习方式，并且提高了他们对以患者为中心的护理方法的理解。
服务使用者和护理者参与课堂学习对护理专业学生的教育具有意义且相关。共同促进学习方法使他们能够了解人而非仅仅是患者，这在提供以患者为中心的护理中至关重要。然而，有必要确定支持学生在具有挑战性的医疗环境中建立适应能力并维持学习的方法。
