Faculty of Health Sciences, SHARE - Centre for Resilience in Healthcare, University of Stavanger, Stavanger, Norway.
Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
J Adv Nurs. 2023 Jul;79(7):2525-2538. doi: 10.1111/jan.15602. Epub 2023 Feb 14.
To explore registered nurse (RN) mentors' experiences of participating in the co-creation of a digital educational resource intended to enhance mentorship practices of first-year nursing students in clinical placement in nursing homes.
An interpretive, descriptive qualitative study design.
Data were collected through two focus group interviews with 15 RN mentors (n = 15) participating in co-creative workshops. The co-creative process entailed four co-creative workshops conducted over a 17-month period (June 2019 to end of Oct 2020). Focus group interviews were conducted following the second and third workshops (i.e., in Dec 2019 and in Oct 2020) and data were analysed using thematic analysis. The consolidated criteria for reporting qualitative research (COREQ) checklist was used to report the findings.
The analysis identified three themes: (1) co-creative reflective dialogues contributed to knowledge development and increased motivation among mentors; (2) the co-creative approach facilitated and validated the nursing academic-practice tripartite partnership; and (3) effectiveness of workshop structure in facilitating collaboration and mitigating power inequities.
A co-creative process provides notable opportunities to advocate for mentorship needs and to enhance mentorship practices in nursing homes.
Our study adds to the evidence on co-creation in nursing education, providing insights on the co-creative process and methodology. Higher Education Institutions are uniquely positioned to act as a co-creative arena for the academic-practice collaboration and for the development of educational resources within nursing education. Co-creation may facilitate stronger academic-practice partnership that may more effectively impact mentorship practices in nursing homes and health care system effectiveness.
The RNs included in the study were involved in the co-creative process as active contributors informing the digital educational resource content and design.
探讨注册护士（RN）导师参与共创数字教育资源的经验，该资源旨在增强养老院临床实习第一年护理学生的指导实践。
解释性、描述性定性研究设计。
通过对 15 名参与共创工作坊的 RN 导师（n=15）进行的两次焦点小组访谈收集数据。共创过程涉及四个共创工作坊，历时 17 个月（2019 年 6 月至 2020 年 10 月底）进行。在第二次和第三次工作坊之后（即 2019 年 12 月和 2020 年 10 月）进行焦点小组访谈，并使用主题分析进行数据分析。使用定性研究报告的统一标准（COREQ）清单报告研究结果。
分析确定了三个主题：（1）共创的反思性对话有助于导师知识的发展和提高他们的积极性；（2）共创方法促进和验证了护理学术-实践三方伙伴关系；（3）工作坊结构在促进合作和减轻权力不平等方面的有效性。
共创过程为倡导指导需求和加强养老院指导实践提供了显著机会。
我们的研究增加了护理教育中共同创造的证据，提供了关于共同创造过程和方法的见解。高等教育机构在学术-实践合作以及护理教育内开发教育资源方面具有独特的地位。共同创造可能会促进更强大的学术-实践伙伴关系，从而更有效地影响养老院的指导实践和医疗保健系统的效果。
参与研究的注册护士作为积极贡献者参与了共创过程，为数字教育资源的内容和设计提供了信息。
