Partner, learn, progress: A conceptual model for continuous clinical education

• Published in: Nurse education today 2006-02, Vol.26 (2), p.104-109
• Main Authors: Henderson, Amanda, Winch, Sarah, Heel, Alison
• Format: Article
• Language: English
• Subjects: Analysis; Attitude of Health Personnel; Clinical; Clinical Competence; Clinical education; Communication; Continuing medical education; Cooperative Behavior; Education; Education, Nursing, Continuing - organization & administration; Health Services Needs and Demand; Humans; Interprofessional Relations; Learning; Mentors - psychology; Models, Educational; Models, Nursing; Models, Psychological; Nurse; Nurses; Nursing; Nursing Staff - education; Nursing Staff - psychology; Organizational Culture; Philosophy, Nursing; Preceptorship - organization & administration; Psychology, Educational; Social Support; Socialization; Staff Development - organization & administration; Study and teaching; Trust; Workplace - organization & administration; Workplace - psychology
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2005.07.008

In practice disciplines, such as nursing, learning can be maximised through experience located in the clinical setting. However, placement in the clinical setting does not automatically mean that the learner’s professional practice will improve. Experiences in ‘real-life’ settings need to be effectively facilitated to obtain the desired outcomes. This paper through the discussion of ‘Partner, Learn, Progress’ details a conceptual model for promoting learning in the clinical context. ‘Partner’ refers to the positive association between the learner and the experienced clinician that engenders trust. It occurs on a personal level in the context of a broader social and political environment. ‘Learn’ refers to the process whereby the experienced clinician is able to assist the learner make sense of theoretical knowledge or knowledge that has previously been ‘distal’ to their practice to be integrated into their immediate practice. The clinician requires to be cognisant of the learner’s existing knowledge level so that the activities and accompanying discussion assist in making connections between theory and practice. Learning incorporates mutual collaboration whereby the learner is able to practise the application of knowledge in a safe context and make their own connections. The further exploration of meanings through experiences, feelings, attitudes leads the learner to ‘progress’: the development of knowledge. Such a conceptual model provides a framework for educators and supervisors of clinical learning to educate and learn from the next generation of nurses that will lead the nursing profession into the future.