Varying perceptions of the role of “nurse as teacher” for medical trainees: A qualitative study

Perspectives on Medical Education

article

Doja, Asif¹  Lavin Venegas, Carolina²  Clarkin, Chantalle⁴  Scowcroft, Katherine¹  Ashton, Gerry⁵  Hopkins, Laura⁶  Bould, M. Dylan¹  Writer, Hilary¹  Posner, Glenn¹ 

[1] Faculty of Medicine, University of Ottawa;Children’s Hospital of Eastern Ontario;Children’s Hospital of Eastern Ontario Research Institute;Centre for Addiction and Mental Health;The Ottawa Hospital;Division of Oncology, University of Saskatchewan

关键词: Nursing;    Informal curriculum;    Teaching;    Undergraduate medical education;    Qualitative methodology;   

DOI  :  10.1007/s40037-020-00632-x

学科分类：医学（综合）

来源: Bohn Stafleu van Loghum B.V.

【 摘 要 】

Introduction The informal curriculum—an essential complement to the formal curriculum—is delivered to medical trainees through learning outside the classroom. We sought to explore nurse-mediated aspects of trainee education in the informal curriculum in obstetrics and gynecology (OBGYN), as well as nursing perceptions of their role in medical trainee education. Methods Naturalistic, non-participant observations (40 h) were performed on a tertiary care birthing unit (BU) to document teaching and learning interactions. Insights gleaned from observations informed subsequent semi-structured interviews with BU nurses (n = 10) and focus group discussions with third-year medical students who had completed an OBGYN rotation (n = 10). Thematic analysis was conducted across data sets. Results Conceptions of nurse-mediated education differed considerably between nurses and trainees. Nurses were widely acknowledged as gatekeepers and patient advocates by both groups, although this role was sometimes perceived by trainees as impacting on learning. Interest and engagement were noted as mediators of teaching, with enhanced access to educational opportunities reported by trainees who modelled openness and enthusiasm for learning. Nurse-driven education was frequently tailored to the learner’s level, with nurses feeling well positioned to share procedural knowledge or hard skills, soft skills (i.e. bedside manners), and clinical insights gained from bedside practice. Discussion Nurses are instrumental in the education of medical trainees; however, divergence was noted in how this role is enacted in practice. Given the valuable teaching resource BU nurses present, more emphasis should be placed on interprofessional co-learning and the actualization of this role within the informal curriculum.

【 授权许可】

CC BY