Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: A qualitative research and development study

Abstract

BackgroundStudent voice posits that students' unique perspectives on teaching and learning can be used in conjunction with those of educators to create meaningful educational activities. ObjectiveThe study aimed to describe nursing students' and educators' experiences during the co-construction of educational activities involving clinical nursing leadership. DesignQualitative research and development model. SettingThe study was conducted at a French-Canadian nursing faculty that provides a 3-year undergraduate program. ParticipantsFive undergraduate nursing students, four nursing educators, and the principal investigator formed the co-construction team. MethodsData collected included all documents (written and audio) related to the co-construction process: three 2-hour team meetings, PI's fieldnotes and a focus group discussion that occurred once the co-construction process was completed. Thematic analysis was performed guided by Paillé and Muchielli's (2010) method. ResultsData analysis revealed two interrelated themes: (1) unique, purposeful collaboration and (2) change that makes a difference. A space described as safe, without hierarchy and that included the “right” people helped the team achieve their objective of creating new educational activities on clinical nursing leadership. The two new learning activities developed by the team were perceived as useful for future nursing students. At the individual level, team members appreciated how co-construction helped them understand teaching and learning from new perspectives. ConclusionsA structured, efficient co-construction process contributed to positive changes in the nursing program and participants. Additional research is required to enhance understanding of the factors that facilitate and hinder student-educator collaboration outside the classroom.