Creating reality orcontributing to confusion? An exploratory study of client participation in student learning

Abstract

Changing trends in nurse educationcontinue to highlight the theory-practice gap in student preparation. The development of courses such as Project 2000 has acknowledged the importance of integrating theory and practice in overcoming this phenomenon. As part of this process clients and patients have become more involved in student learning, particularly in the community. However educationalists and practitioners have expressed concerns about the effect of this development on the quality of patient care. Clients have participated actively inhealth visiting education since the 1960s and, as part of a wider study, research was undertaken to explore the implications of client participation in student learning. A case-study design was developed employing qualitative and quantitative methods of data collection, including confidential semi-structured interviews. For the purpose of this paper thediscussion focuses on three major issues; the essential role of clients in the learning process, clients' perception of students' role in the practicum, and clients' perception of their role in the assessment process. The findings demonstrate that despite clients' willingness and commitment to participate in student learning important factors must be considered. These include not only the selection of clients, detailed briefing of students and clients and careful monitoring of the practice situation, but also the preparation of practitioners facilitating learning. These findings are equally important for student learning in pre-registration programmes.