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dc.contributor.authorHardie, Philip
dc.contributor.authorMurray, Aidan
dc.contributor.authorJarvis, Prof Suzi
dc.contributor.authorRedmond, Catherine
dc.date.accessioned2023-09-25T16:02:56Z
dc.date.available2023-09-25T16:02:56Z
dc.date.issued2022-05-13
dc.identifier.doi10.21203/rs.3.rs-1629739/v1
dc.identifier.urihttp://hdl.handle.net/20.500.13012/170
dc.description.abstractBackground:Patients play a central role in nursing preceptorship relationships, a professional educational relation-ship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education pro-grammes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship educa-tion programmes has been noted. Objective:To use a co-design process to develop an innovative educational programme for developing interper-sonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods:Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results:Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nurs-ing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions:The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable frame-work for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interper-sonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.
dc.language.isoenen_US
dc.publisherResearch Square Platform LLCen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectExperienced based co designen_US
dc.subjectPublic and patient involvementen_US
dc.subjectNursing preceptorship trainingen_US
dc.subjectInterpersonal and communication skills trainingen_US
dc.subjectNursing educationen_US
dc.titleExperienced Based Co Design: Nursing Preceptorship Educational Programmeen_US
dc.typeArticleen_US
html.description.abstractBackground:Patients play a central role in nursing preceptorship relationships, a professional educational relation-ship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education pro-grammes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship educa-tion programmes has been noted. Objective:To use a co-design process to develop an innovative educational programme for developing interper-sonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods:Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results:Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nurs-ing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions:The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable frame-work for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interper-sonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.en_US


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