Abstract
Patient stories have been identified as a powerful tool to improve quality of care. Healthtalk.org is a digital resource (specific health-related website) presenting patients’ experiences of illness and healthcare through trigger films, videos and articles. Data have been generated from narrative interviews conducted by experienced researchers, based at the Health Experiences Research Group (HERG), University of Oxford. Our project explored the potential use of secondary analysis of digital sources as a methodological innovation to develop as a tool for teaching compassion to nursing students. For that, a purposive sample of transcripts from the HERG archive were selected for secondary analysis. Patients expressed both positive and negative experiences of care. Positive themes included: continuity of care and attentiveness to the fundamentals of care. Negative themes were related to poor quality of care; ignoring patient and family needs; and not being available for patients and family when needed. We concluded that secondary analysis of narrative interviews provides a powerful resource for identifying positive and negative patient experiences for learning and teaching. These can be designed into a digital toolkit and used as a learning and teaching resource to develop staff and students’ reflexivity in relation to the values and leadership behaviours associated with compassionate care and positive practice.
Highlights
According to the Department of Health[1] and Kaufman et al.,[2] an educational experience that encourages compassion in practice and delivers a well-balanced programme compatible with the 6C’s - care, compassion, competence, communication, courage and commitment is a vital part of professional formation and fundamental entitlement of the nursing student experience
The framework is useful in development and enquiry orientated programmes, related to learning, teaching and in synchronisation with the participants’ experiences and needs,[36] Critical reflection can be used in different ways to create individual and/or group narratives, based on the recall of an experience. It can focus on a particular event or situation, or treat different experiences and perspectives, related to specific problems and issues. This is the first study we know of where secondary analysis of digital qualitative data of patient experiences has been linked to the 6C’s and explored for its potential transformation into a toolkit to facilitate reflexive compassion in care
Both types of experiences have been categorised under the headings of the 6C’s as a thematic framework to illustrate how the tool could be beneficial in eliciting patient stories accessed from resources such as HealthTalk.org in the future of nursing education
Summary
They can change personal perspectives in how the students view themselves as care givers and their patients and how they prioritise their main concerns and those of their patients It is vital students have this selfawareness when in practice and through the use of a professional development tool, this can be promoted alongside active learning, as highlighted by Moon and Fowler.[30] Jones and Ellis[14] explored the role universities have in establishing that prospective students possess the necessary nursing values and to confirm they can demonstrate compassion in care during the student recruitment process. It can focus on a particular event or situation, or treat different experiences and perspectives, related to specific problems and issues This is the first study we know of where secondary analysis of digital qualitative data of patient experiences has been linked to the 6C’s and explored for its potential transformation into a toolkit to facilitate reflexive compassion in care. We explore the potential of this as a trigger for innovating nurse education
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