PLATO: a practice development approach to reconsidering student learning partnerships
Background: This article explores the use of a practice development approach to support nursing students’ engagement in learning partnerships in clinical practice settings. Aim: To reflect, using the model proposed by Rolfe and colleagues (2001), on the development of ‘PLATO’ – an educational tool...
Enregistré dans:
| Auteurs principaux: | , |
|---|---|
| Format: | article |
| Langue: | EN |
| Publié: |
Foundation of Nursing Studies
2021
|
| Sujets: | |
| Accès en ligne: | https://doaj.org/article/f1c306b7bd1c4b078345aaa47d0b1ad6 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| Résumé: | Background: This article explores the use of a practice development approach to support nursing students’ engagement in learning partnerships in clinical practice settings.
Aim: To reflect, using the model proposed by Rolfe and colleagues (2001), on the development of ‘PLATO’ – an educational tool to help nursing students explore their role in building learning partnerships in clinical settings.
Conclusion: A practice development approach to clinical learning partnerships can support an effective learning culture. As a result, nursing students can gain greater empowerment and take increased responsibility for their learning.
Implications for practice:
• Facilitating learning partnerships with students is important for achieving person-centred care
• Partnership working provides opportunities for true collaboration and for learning with and from our students
• Developing collaborative spaces can facilitate nursing students to reflect in and on their practice
|
|---|