Norway: Client centred competence building - pr ocompetence in nurse education pärnu 09.09.2013
1. Client-centred competence
building in Nurse Education
Ingrid Lindaas (ingrid.lindaas@hsh.no)
Assistant professor, Stord/Haugesund University College (www.hsh.no)
1
Promoting client-centred competence
building [PROcompetence]
Helsinki Metropolia UAS, FI (coordinator) http://www.metropolia.fi/en/
Mälardalens högskola, Se http://www.mdh.se/
Høgskolen Stord/Haugesund HsH, No http://www.hsh.no/english.htm
Pärnu College, Ee http://www.pc.ut.ee/en
Ingrid Lindaas Stord/Haugesund
University College NORWAY
2. Nursing students in second placement period in
the fourth semester.
The students are being supervised in a surgical
ward at the hospital
2
Ingrid Lindaas Stord/Haugesund
University College NORWAY
3. How do the students define their learning needs?
What are the challenges of developing client-
oriented services?
3
Ingrid Lindaas Stord/Haugesund University
College NORWAY
4. How can I find the students learning needs/-gaps?
What kind of methods can I use to find the
students learning needs/-gaps?
How can I best measure student learning in the
end?
4
Ingrid Lindaas Stord/Haugesund
University College NORWAY
5. Describe your expectations for learning
How do you work with these goals?
Is there something you'd like help from the tutor,
student responsible, teacher from the school or
others who can provide increased learning?
5
Ingrid Lindaas Stord/Haugesund University
College NORWAY
6. What have you learned in this practice compared
your expectations and goals for the work
placement?
Describe what has given you the learning
Describe what has been an obstacle to your
learning
Is there something more / something else you'd
like help from the tutor, student responsible,
teacher from the school or others who could give
you more knowledge?
6
Ingrid Lindaas Stord/Haugesund
University College NORWAY
7. To what extent are the students aware of their
own learning needs?
Are our questions within the evaluation form and
the interviews relevant for answering those
questions?
7
Ingrid Lindaas Stord/Haugesund University
College NORWAY
Editor's Notes
This part of the project presents and discusses the outcomes from the work in Nurse Education at the Stord/Haugesund University College in Norway.
In Nurse Education at Stord/Haugesund University College, one part of the main project has been carried out with nursing students in second placement period in the fourth semester. The students are being supervised in a surgical ward at the hospital. As a teacher, I have seen every single student as my client, while the individual patient is the student client. We have also an increased focused on facilitating student learning based on each student's learning needs and make the students aware of the ways they best learn. In addition to helping students to discover or see their individual patients the prevention, treatment and palliative needs, both in the daily care and in writing patient focus tasks and topics focused tasks where the students develop a teaching plan for a patient . In surgical ward the patient change every day, each patient stay there for two days or more, but they change often, then it`s important to found every single patient needs and make an individual nursing plan for them. In the beginning of the placement period the students don’t see all their needs, but after some experiences in practice, they see and understand new needs. More presence and availability in practice of the teacher and weekly professional meetings with reflection on and in practice has been of crucial importance for the students themselves to a greater extent will explore the educational content and integrate theoretical and practical knowledge and discover or see his patient's different needs for nursing. The weekly specialist meetings with increased focus on the patient needs and the student needs helped the students to see and reach their learning goals in a better way.
The project focuses on: How do the students define their learning needs? What are the challenges of developing client-oriented services? During the placement period teachers and tutors are facilitating the students on their learning needs and how to reach their learning goals. The students` focus is on the patients` preventive, therapeutic and palliative needs. The assessment at the end of the placement period is being carried out as an individual written evaluation and a group-interview with the students. The data from these two sources will be analyzed according to qualitative research methods. Our challenge is to derive from the data material ways of disclosing the students` actual learning needs: to what extent are the students aware of their own learning needs? Are our questions within the evaluation form and the interviews relevant for answering those questions?
This is a practice development project where the process is important My challenges methodologically speaking: How can I find the students learning needs/-gaps? What kind of methods can I use to find the students learning needs/-gaps? How can I best measure student learning in the end?
![Client-centred competence
building in Nurse Education
Ingrid Lindaas (ingrid.lindaas@hsh.no)
Assistant professor, Stord/Haugesund University College (www.hsh.no)
1
Promoting client-centred competence
building [PROcompetence]
Helsinki Metropolia UAS, FI (coordinator) http://www.metropolia.fi/en/
Mälardalens högskola, Se http://www.mdh.se/
Høgskolen Stord/Haugesund HsH, No http://www.hsh.no/english.htm
Pärnu College, Ee http://www.pc.ut.ee/en
Ingrid Lindaas Stord/Haugesund
University College NORWAY](https://image.slidesharecdn.com/client-centredcompetencebuilding-procompetenceinnurseeducationprnu09-130918095319-phpapp02/85/Norway-Client-centred-competence-building-pr-ocompetence-in-nurse-education-parnu-09-09-2013-1-320.jpg)
