A "Co-CREATES" framework to foster a positive learning environment for nursing students' professional development in Rwanda. (May 2021)

• Record Type: Journal Article
• Authors: Umubyeyi, Benoite; Babenko-Mould, Yolanda; Hynie, Michaela; Regan, Sandra; Leipert, Beverly
• Is Part Of: Nurse education in practice. Volume 53(2021)
• Publication Date: 2021-05
• Subjects: Practice-based learning environment -- Students' professional development -- Focused ethnography -- Collaborative framework; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2021.103053
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: Aim: The future of the nursing profession in Rwanda in large part depends on the students who join the workforce and the education they have received. Preparing students with the necessary knowledge, values and judgement requires practice settings to be learner-centered. This study aimed at exploring strategies that might improve the current practice-based learning environment. Design: A focused ethnographic approach was used. Methods: Nursing students, staff nurses, clinical instructors and nurse leaders from three hospitals and an educational program participated in individual interviews. Results: Five key areas of improvement emanated from study data: 1) strengthening institutional support; 2) improving school-hospital collaboration; 3) building the capacity of nurses and clinical instructors; 4) restructuring clinical placement; and 5) reviewing the current supervision model. Based on these findings a "Co-CREATES" framework grounded in the actions of collaboration, care, recognizing, empowering, actively engaging, transforming, enhancement and support was developed. The framework offers a collaborative approach that engages every stakeholder in "cocreating" conditions that build positive practice environments which are conducive to preparing students as professional nurses. Conclusion: The positive outcomes stemming from such a collaborative approach can further enhance a positive culture of collaboration in nursing education and practice. Highlights: Developing students into professional nurses requires supportive environments. Practice-academia collaboration fosters a positive practice learning environment. Institutional support and resources empower nurses to empower students. Innovative teaching approaches improve students' clinical learning experience.