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Involving users and carers in the assessment of preregistration nursing students' clinical nursing practice: a strategy for patient empowerment and quality improvement?

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  • Elaine Haycock‐Stuart
  • Eddie Donaghy
  • Chris Darbyshire

Abstract

Aims and objectives To examine (1) nursing lecturers' and (2) preregistration nursing students' perspectives of user and carer involvement in the formal assessment of preregistration nursing students' clinical practice. Background The involvement of service users and carers in the assessment of clinical practice in nursing education is a recent phenomenon. The Nursing and Midwifery Council Standards in the UK clearly reflect a shift in thinking from paternalistic approaches to person‐centred approaches. This shift in thinking includes service user and carer involvement in student nursing assessment and there is evidence that this is being developed in several countries. Design Located in the interpretive paradigm, data from a two‐staged, multicentre qualitative study are presented. Methods Interpretive analysis of semi‐structured, one to one interviews with nursing lecturers (n = 15) and focus groups with nursing students (n = 51) across 11 Higher Educational Institutions. Results There is a strong commitment for working alongside service users and carers in the education and training of nursing students; however, involving service users and carers in formal practice assessment is identified as more challenging compared with other areas of service user/carer involvement. Service user/carers should provide feedback/review or comment, but not necessarily formal, summative ‘assessment’. Conclusions The evidence base for involving users and carers in assessment is limited. Involvement of users and carers in providing feedback to nursing students is welcomed. However, concerns exist about the preparedness of users and carers for formal clinical assessment. Relevance to clinical practice Discussion and clarification with clinical mentors and user and carer groups is necessary to understand if they agree with the policy direction of user and carer involvement in the assessment of nursing students. Quality assurance concerns are raised by students and lecturers when involving user and carer in assessing nursing students' clinical skills. Mentors are seen as key to this process, but little is known about their perspectives.

Suggested Citation

  • Elaine Haycock‐Stuart & Eddie Donaghy & Chris Darbyshire, 2016. "Involving users and carers in the assessment of preregistration nursing students' clinical nursing practice: a strategy for patient empowerment and quality improvement?," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(13-14), pages 2052-2065, July.
    • Handle: RePEc:wly:jocnur:v:25:y:2016:i:13-14:p:2052-2065
    DOI: 10.1111/jocn.13279
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    References listed on IDEAS

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    1. Kevin James Kellehear, 2014. "The theory–practice gap: Well and truly alive in mental health nursing," Nursing & Health Sciences, John Wiley & Sons, vol. 16(2), pages 141-142, June.
    2. Anita Nilsson & Birgit H Rasmussen & David Edvardsson, 2013. "Falling behind: a substantive theory of care for older people with cognitive impairment in acute settings," Journal of Clinical Nursing, John Wiley & Sons, vol. 22(11-12), pages 1682-1691, June.
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    Cited by:

    1. Rebecca Balasa & Julie Chartrand & Katherine Moreau & Kelley Tousignant & Kaylee Eady, 2021. "Patients’ and parents’ perspectives of and experiences with assessing nursing students’ paediatric clinical practice," Journal of Clinical Nursing, John Wiley & Sons, vol. 30(1-2), pages 217-228, January.

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