CAREERS STUDENT LIFE
Putting theory into practice Adrian Debney is teaching students how to use what they learn in lectures in the real world, reports Alex Ocampo
The ‘theory-practice gap’ is a constant feature in debates about nurse education. Students can feel that the skills lab is a far cry from the hustle and bustle of the hospital ward, and that what they learn in the lecture theatre is not what they experience on placements. Sometimes it seems as if theory or evidence tells them the right way to do things, but that practice in the real world is subject to many constraints: insufficient time or money, or people saying ‘this is the way we have always done it’. Adrian Debney, the practice development nurse at the Queen Elizabeth Hospital King’s Lynn, offers nursing students a solution
Adrian Debney (centre) with students and speakers at a weekly study session
Topics covered during student sessions Introduction to nasogastric tubes, ECGs, blood gases, cannulation and blood transfusion. Continence, stroke and tissue viability. The deteriorating patient, Glasgow coma score and end of life care. Accountability and record-keeping.
to help bridge the gap between theory and practice. A few years ago, Mr Debney developed a learning forum that provides weekly teaching sessions for students on placement in a stroke unit. Feedback from these students showed that they enjoyed these opportunities to learn from an experienced specialist. When other students said they were interested in attending the sessions, Mr Debney started a small programme. For example, third-year students were anxious about breaking bad news to patients so Mr Debney organised a workshop to encourage reflection. Since then, he has worked with other specialist nurses and guest speakers, co-ordinating weekly study sessions for students. These are well attended, even though they have been promoted mainly by word of mouth – and by the offer of free sweets. Each session takes account of students’ training needs and learning outcomes. The
knowledge and enthusiasm of the speakers help students to see the clinical relevance of what might otherwise seem like dry topics. Speakers draw on their experience and provide examples of particular issues that may arise. The study sessions offer much more than teaching – they are a form of peer support and an opportunity to gain insight into specialist areas of nursing. They assist evidence-based nursing and help to increase students’ confidence. A new development is the increased participation of former service users. The deputy director of nursing also attends and gathers feedback from students. ‘Feedback from the students is very positive,’ says Mr Debney. ‘Many feel able to ask questions that they would not ask in a larger forum of qualified staff. They also value having sessions dedicated solely to learning and reflection. ‘An unexpected extra is being able to mix with other students. Many confide difficulties or personal challenges, and value confidential reflection with an experienced practitioner from outside the ward. ‘The programme has developed to a point where it has become part of the learning culture at the hospital. Several students said the sessions had led to them to consider working here as qualified nurses’ NS Alex Ocampo is a nursing student at the University of East Anglia RESOURCES Student Life online rcnpublishing.com/page/ns/ students/student-life RCN Student Nurse Community www.rcn.org.uk/development/ students Getting the best out of practice placements tinyurl.com/Studentplacement
66 july 30 :: vol from 28 no 48 :: 2014 STANDARD Downloaded RCNi.com by ${individualUser.displayName} on Nov 20, 2015. For personal use only. NoNURSING other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
Putting theory into practice Adrian Debney is teaching students how to use what they learn in lectures in the real world, reports Alex Ocampo
The ‘theory-practice gap’ is a constant feature in debates about nurse education. Students can feel that the skills lab is a far cry from the hustle and bustle of the hospital ward, and that what they learn in the lecture theatre is not what they experience on placements. Sometimes it seems as if theory or evidence tells them the right way to do things, but that practice in the real world is subject to many constraints: insufficient time or money, or people saying ‘this is the way we have always done it’. Adrian Debney, the practice development nurse at the Queen Elizabeth Hospital King’s Lynn, offers nursing students a solution
Adrian Debney (centre) with students and speakers at a weekly study session
Topics covered during student sessions Introduction to nasogastric tubes, ECGs, blood gases, cannulation and blood transfusion. Continence, stroke and tissue viability. The deteriorating patient, Glasgow coma score and end of life care. Accountability and record-keeping.
to help bridge the gap between theory and practice. A few years ago, Mr Debney developed a learning forum that provides weekly teaching sessions for students on placement in a stroke unit. Feedback from these students showed that they enjoyed these opportunities to learn from an experienced specialist. When other students said they were interested in attending the sessions, Mr Debney started a small programme. For example, third-year students were anxious about breaking bad news to patients so Mr Debney organised a workshop to encourage reflection. Since then, he has worked with other specialist nurses and guest speakers, co-ordinating weekly study sessions for students. These are well attended, even though they have been promoted mainly by word of mouth – and by the offer of free sweets. Each session takes account of students’ training needs and learning outcomes. The
knowledge and enthusiasm of the speakers help students to see the clinical relevance of what might otherwise seem like dry topics. Speakers draw on their experience and provide examples of particular issues that may arise. The study sessions offer much more than teaching – they are a form of peer support and an opportunity to gain insight into specialist areas of nursing. They assist evidence-based nursing and help to increase students’ confidence. A new development is the increased participation of former service users. The deputy director of nursing also attends and gathers feedback from students. ‘Feedback from the students is very positive,’ says Mr Debney. ‘Many feel able to ask questions that they would not ask in a larger forum of qualified staff. They also value having sessions dedicated solely to learning and reflection. ‘An unexpected extra is being able to mix with other students. Many confide difficulties or personal challenges, and value confidential reflection with an experienced practitioner from outside the ward. ‘The programme has developed to a point where it has become part of the learning culture at the hospital. Several students said the sessions had led to them to consider working here as qualified nurses’ NS Alex Ocampo is a nursing student at the University of East Anglia RESOURCES Student Life online rcnpublishing.com/page/ns/ students/student-life RCN Student Nurse Community www.rcn.org.uk/development/ students Getting the best out of practice placements tinyurl.com/Studentplacement
66 july 30 :: vol from 28 no 48 :: 2014 STANDARD Downloaded RCNi.com by ${individualUser.displayName} on Nov 20, 2015. For personal use only. NoNURSING other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
