University of Turku, Department of Nursing Science, Turku, Finland.
University of Turku, Department of Nursing Science, Turku, Finland; Turku University Hospital, Turku, Finland.
Nurse Educ Pract. 2022 Feb;59:103287. doi: 10.1016/j.nepr.2022.103287. Epub 2022 Jan 12.
The aim of this study was to analyse the patients' role in clinical education in terms of facilitative student-patient relationship in Finland, Germany, Iceland, Ireland, Lithuania and Spain and factors promoting a more facilitative relationship in clinical education.
Nursing students' bedside learning is reliant on patients and the establishment of a person-centred approach develops from the relationships with patients.
A multi-country, cross-sectional design was implemented.
Survey data were collected from graduating nursing students and patients between May 2018 and March 2019. The survey consisted of a 13-item facilitative sub-scale of the Student-Patient Relationship Scale as the main outcome measure, which was identical for both populations. In addition, background factors were surveyed with single questions and other scales. Associations between facilitative relationship and background factors were studied with linear models.
Altogether, 1796 students and 1327 patients answered the survey. Overall, both students and patients regarded their relationship as facilitative, but students' (median 4.23, 95% confidence interval 4.15-4.23) evaluations were higher than patients' (median 3.75, 95% confidence interval 3.69-3.77). The students' and patients' evaluations differed from each other significantly in all other countries except in Ireland and Lithuania. Corresponding associations for both populations were found in terms of the country and students' cultural confidence.
Results signal favourable grounds for students' bedside learning and patient participation in clinical education with the potential to foster a person-centred approach.
本研究旨在分析芬兰、德国、冰岛、爱尔兰、立陶宛和西班牙的患者在临床教育中所扮演的角色，以及促进临床教育中更具促进作用的关系的因素。
护理学生的床边学习依赖于患者，而以患者为中心的方法的建立则源自与患者的关系。
采用多国家、横断面设计。
2018 年 5 月至 2019 年 3 月期间，从毕业护理学生和患者中收集了调查数据。调查包括学生-患者关系量表的 13 项促进型子量表作为主要结果测量，该量表对两种人群都是相同的。此外，还通过单项问题和其他量表调查了背景因素。使用线性模型研究促进型关系与背景因素之间的关联。
共有 1796 名学生和 1327 名患者回答了调查。总体而言，学生和患者都认为他们的关系是促进性的，但学生（中位数 4.23，95%置信区间 4.15-4.23）的评价高于患者（中位数 3.75，95%置信区间 3.69-3.77）。除爱尔兰和立陶宛外，其他所有国家的学生和患者的评价都存在显著差异。对于两种人群，都发现了与国家和学生文化自信相关的对应关联。
结果表明，学生在床边学习和患者参与临床教育方面有良好的基础，有可能促进以患者为中心的方法。
