Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

• Main Authors: Sara Pedregosa, Núria Fabrellas, Ester Risco, Mariana Pereira, Małgorzata Stefaniak, Fisun Şenuzun, Sandra Martin, Adelaida Zabalegui
• Format: Article
• Language: English
• Published: BMC 2021-04-01
• Series: BMC Nursing
• Subjects: Dedicated education unit; Consolidated framework for implementation research; Clinical learning environment; Clinical education; Nursing students
• Online Access: https://doi.org/10.1186/s12912-021-00576-5

Abstract Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.