Co-creating person-centred learning and development experiences with student nurses in practice through action research

• Main Author: Cook, Neal Francis
• Published: Ulster University 2017
• Subjects: 610.73
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707824

BACKGROUND This action research study focused on crafting the practice learning element of a pre­registration nursing curriculum in implementing a portfolio as a tool to support learning and development within a person-centred context. METHODOLOGY An emancipatory action research methodology was used over three annual cycles with one cohort of pre-registration nursing students, academics and practice partners. The research questions were: 1. How can the portfolio be enhanced to be an effective tool that enables students to learn and develop in practice? 2. How can the portfolio be enhanced to support the development of person-centred nurses? Data collection occurred annually using the Caring Dimension Inventory (CDI-35), the Portfolios in Nursing Education (PNE) questionnaire and focus groups. Descriptive and comparative statistics were calculated on quantitative data and qualitative data were prepared into verbatim reports as preparatory steps for critical creative hermeneutics analysis. RESULTS Sixty five actions were implemented to improve the portfolio as a successful learning tool. These related to sign-posting learning, supporting the identification of learning needs, accessing learning opportunities, and engaging students in authentic critical reflection. Improving the nature and consistency of support was a strong feature of these actions. Perceptions of caring attributes were sustained and developed further by the point of registration. DISCUSSION In unfolding solutions to improving the portfolio and support in its use, the findings revealed conditions for this to take place within a person-centred context. These were central to creating a culture that enabled transformative learning for human flourishing. Students self-actualised in terms of their concepts of caring and person-centredness in achieving the standards for registration. Authentic collaboration between stakeholders in the curricular approach were core to the success of the project. Theorisation of findings led to a conceptual Framework for Practice Learning (FPL), enabling findings to be applied in curricula in pursuit of person-centredness.