UWE Bristol. Patient / carer feedback for Adult Branch Nursing Students in practice

Transcription

1 UWE Bristol Patient / carer feedback for Adult Branch Nursing Students in practice

2 Context NMC and Department of Health drivers to involve service users/carers in student assessment process Formalising a process that is already occurring informally during student assessment Similar tools being used in other health professions and HEIs Students become immediately socialised into service user/carer initiatives - workforce development

3 Process Contributes as evidence towards achievement of learning outcomes- Feedback sheet with mentor & student guidance Patients or carers (where appropriate) selected by mentors to provide feedback on student performance 1-2 times per placement Timing of tool administration Ideally close to end of student-patient care episode Not simultaneous with Trust feedback mechanisms

4 Pilot results Piloted in single acute Trust. Student responses Its important to find out what the patient thinks as to what they want from their care Will help me to become a better nurse when qualified Allowed my mentor to see what my patients thought of me Difficulties with using this tool in some clinical areas. Carers were rarely used for feedback Pilot fed back to strategic education group and agreement reached for rollout to all adult students ( commenced sept 2012)

5 Research study Small qualitative study interviewing patients, mentors and students about their experiences of using the tool NHS Research Ethics Committee and R&D approval obtained March 2011 Interviews of mentors, students and patients in a single local acute Trust

6 Results 3 broad themes caring and protection value of patient s voice finding true meanings

7 Caring and protection Mainly seen in mentors but apparent in all groups M you have to be careful who you actually do ask... if they were confused or they felt vulnerable and if they weren t happy to do it. M008...you know which patients will help and which patients won t so you just don't go to the ones that don't because it will deflate the student because you will think oh is it because of me. S 005 I would feel very uneasy about asking somebody who is stressed before surgery or stressed with test results, who are feeling poorly to start asking them to feedback on my performance P07 My comments would help towards her sort of role

8 Value of patient s voice P07 I was quite honoured [to be asked] sometimes as a patient you are not always included in everything P07 She might think a patient feels totally different to what they do, I mean if a patient does feel anxious but actually doesn t show it the only way that she is going to actually get that feedback is by the patient S003 It s given me a boost to know that, you know, what I am doing is appreciated by the patients and I am treating them with dignity..that's really nice to know because its something that I am unaware of. M0017 R: Well again it s getting the view of somebody else rather than a mentor or a colleague and individuals having care delivered to them and how they have actually felt because our perceptions are totally different from the patients.

9 Finding true meaning M008 you kind of had to pick through what his comments were and things to get the gist of what he was trying to get at P14 I only tell the truth I didn t write this because I wanted her to feel better I actually wrote down what I thought at the time which was exactly what I thought S011 It is a nice pat on the back when you get positive feedback but they don t necessarily feel that its giving the constructive criticism that it is really actually quite hard to get...and it would be really nice to know what a patient genuinely thinks about your practice. If there is anything constructive they ve got to say but I just don t think that they ll put it unless they are very confident, very strong, on a feedback form P12 I wouldn t have said was excellent if she was poor; no point doing this if it s not honest M0004B I think it changed [pause] it changed my view of the, of the student, so therefore perhaps, you know that did help her practice. Because I, you know gave her more credit where credit was due sort of thing.

10 Conclusion Results still being analysed Patients feel their involvement is important Students and mentors value this feedback Need to explore gaining carer s perspective Need to explore implementation of this tool with possible modification in specific clinical areas eg theatres Questions?