10.1002/9781118797914

Vollständiger Abstract

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<h4>Aim</h4>To examine nursing and midwifery (N&M) students' self-reported readiness for their professional experience placement (PEP) following the use of real-life actors, combined with Objective Structed Clinical Assessment (OSCA), in a Block Model.<h4>Design</h4>A cross-sectional convergent mixed method study.<h4>Methods</h4>Quantitative data (n = 234) were collected via an online survey following OSCA completion. Qualitative data (n = 22) were obtained through face-to-face interviews after completion of the Mental Health PEP.<h4>Results</h4>Responses to the 10-item online survey revealed that students reported positively on their learning experiences and perceived preparedness for clinical placements. Demographic factors, particularly students' living area and employment status, significantly influenced readiness scores. Qualitative responses were categorised into eight themes: Skills and Knowledge, Person-Centred Care, Understanding Symptoms, Therapeutic Communication, Trauma-Informed Care, Strength-Based Care, Recognising Clinical Deterioration, and Mental State Risk Assessment. Seven key insights frequently emerged, with both quantitative and qualitative responses suggesting that students perceived the involvement of real-life actors during simulations and OSCA as enhancing their readiness for PEP.<h4>Conclusion</h4>Real-life actors provide an innovative approach that students perceived as supporting their confidence, self-reported skill and knowledge development, and transition to PEP.<h4>Implications for the profession and/or patient care</h4>Combining real-life actors with OSCA better prepares N&M students for PEP and transition into the workforce. Practicing communication skills in realistic, actor-led scenarios strengthens students' therapeutic relationships and patient-centred care. Immediate, in-role feedback from real-life actors facilitates reflective practice, improving students' reported clinical reasoning and patient interaction.<h4>Impact</h4>This study highlights the need for educational methodologies that reflect real-life clinical environments to support students' professional development and perceived readiness for PEP. These insights are valuable for educators, curriculum developers, policymakers, and future N&M students, ultimately improving patient care quality.<h4>Reporting method</h4>The qualitative methodology and outcomes followed SRQR and COREQ standards.<h4>Patient or publication contribution</h4>No patients or members of the public were involved in the design, conduct, interpretation, or dissemination of the study.

Abstract: PubMed · Datensatz