Poster Presentation

Thursday, July 12, 2007
9:30 AM - 10:15 AM

Thursday, July 12, 2007
3:15 PM - 4:00 PM
This presentation is part of : Poster Presentation II
Evidence based learning environments in clinical practice
Gun-Britt I. Lejonqvist, Lic, in, NSc, RN, Social- and health care, ARCADA, University of Applied Sciences, Helsinki, Finland, 00550 Helsinki, Finland
Learning Objective #1: - understand a wider, nordic view on evidence based nursing and thereby on evidence based learning environments
Learning Objective #2: - understand the idea and benefit of a triangle-model in the practical evidence based teaching and learning of nurse students

Nursing students spend a big part of their training in clinical practice, why the quality of the learning situations there are important. The aim of this project is to develop a model for the co-operation between the school and the working life which contributes to increased clinical competence and evidence-based nursing for students, teachers and supervisors in clinical practice. An evaluation was done about the requirements on a competent nurse, factors contributing to and enforcing competence development, expectations on nursing students, practical learning outcomes and division of responsibility for the students learning between the school and the working place. Also the quality of clinical supervision and evidence based care and –teaching was evaluated, as the expectations on the teachers and the supervisors roles in practical guidance. Results show that in clinical supervision the nurses responsible still base their teaching and supervision very little on evidence based knowledge, learning by doing and following a model seems to dominate. Expectations on nurse students have much to do with personal qualities less with knowledge. The responsibility for teaching and evaluating theoretical knowledge is mainly left to the teacher, while technical skills are taught in practice. This implies that creating evidence based learning situations for the student requires the presence and effort of both a teacher and a supervisor and a triangle-model is developed. This model provides the teacher with possibilities to keep up her practical skills while the teacher can share the evidence based knowledge with the nurses in practice. The learning situation for the student becomes optimal.