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The role of service-user feedback in undergraduate nursing courses

Ward, Susan and Benbow, Judith 2016. The role of service-user feedback in undergraduate nursing courses. British Journal of Nursing 25 (13) , p. 752. 10.12968/bjon.2016.25.13.752

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Abstract

There is an increasing expectation that service users should contribute in a meaningful way to student nurse education courses. This article describes how service-user feedback on undergraduate student nurses' performance during practice learning opportunities (PLOs) gives an insight into the qualities service users value in student nurses. At Cardiff University, the new Bachelor of Nursing course, launched in September 2012, took into account the Nursing and Midwifery (NMC) standards for preregistration, implementing a mechanism for service users to feed back on students' clinical performance. To facilitate this service, user/carer feedback pages were inserted into the students' bound clinical practice portfolio. A large sample of the clinical portfolios (n=100) from one cohort across adult, child and mental health nursing fields were examined at the end of year 1, year 2 and again at the end of year 3, and service users' comments collated. In considering the words used by service users, the authors propose that they reflected the six fundamental values—or 6Cs—of care, compassion, competence, communication, courage and commitment that underpin the delivery of excellent care. Conclusions drawn from the feedback were that students exhibited the caring and professional qualities that service users value, and indeed showed the dignity and respect for patients and people that the profession demands.

Item Type: Article
Date Type: Published Online
Status: Published
Schools: Healthcare Sciences
Publisher: Mark Allen Healthcare
ISSN: 0966-0461
Date of First Compliant Deposit: 20 October 2017
Date of Acceptance: 1 June 2016
Last Modified: 03 Nov 2017 13:11
URI: http://orca-mwe.cf.ac.uk/id/eprint/105721

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