Therapeutic Patient Education training for nursing students: A case study
Kaci, Christine
Therapeutic Patient Education training for nursing students: A case study - 2018.
98
Introduction: Many educational institutions offer professionals continuing education in therapeutic patient education (TPE). Some also provide it for students in initial training. Objectives: 1) Describe the methods of implementing the training in two nurse training institutes (IFSI); 2) Determine the conditions conducive to the development of competencies for students in initial training. Method: Nineteen semi-structured interviews were conducted with trainers, external speakers, students in training, and registered nurses. A questionnaire sent to trainers and external speakers was used to supplement the information gathered. Results: All stakeholders had different levels of training and had experience in TPE. Multiprofessionality in teaching was favored. Several pedagogical activities were proposed to make up for the lack of experience of the students and the shortage of internships, among them role-playing, exchanges of practices, and creation of tools. The training was evaluated in terms of satisfaction and acquisition. Discussion: The training courses implemented largely follow the quality criteria described in the literature. Conclusion: This type of training could be replicated with other students in initial training, or even interprofessional training. The effects of this training should be assessed.
Therapeutic Patient Education training for nursing students: A case study - 2018.
98
Introduction: Many educational institutions offer professionals continuing education in therapeutic patient education (TPE). Some also provide it for students in initial training. Objectives: 1) Describe the methods of implementing the training in two nurse training institutes (IFSI); 2) Determine the conditions conducive to the development of competencies for students in initial training. Method: Nineteen semi-structured interviews were conducted with trainers, external speakers, students in training, and registered nurses. A questionnaire sent to trainers and external speakers was used to supplement the information gathered. Results: All stakeholders had different levels of training and had experience in TPE. Multiprofessionality in teaching was favored. Several pedagogical activities were proposed to make up for the lack of experience of the students and the shortage of internships, among them role-playing, exchanges of practices, and creation of tools. The training was evaluated in terms of satisfaction and acquisition. Discussion: The training courses implemented largely follow the quality criteria described in the literature. Conclusion: This type of training could be replicated with other students in initial training, or even interprofessional training. The effects of this training should be assessed.
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