RESUMO
In this article we describe and critically analyse the process of developing an assessment tool designed by users of mental health services to assess student nurses in practice. The developmental process raised a number of complex and unexpected issues. The findings suggest that rather than "assess" student nurses in practice, service users should have a role in reviewing student's practice. Whilst there was a consensus amongst stake-holders that engaging in this feedback process is beneficial to both the student and service user, it is the manner in which it is sought which requires further investigation.
Assuntos
Serviços Comunitários de Saúde Mental/estatística & dados numéricos , Comportamento Cooperativo , Educação em Enfermagem/estatística & dados numéricos , Enfermagem Psiquiátrica/educação , Estudantes de Enfermagem/estatística & dados numéricos , Competência Clínica , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Escolaridade , Retroalimentação , Conhecimentos, Atitudes e Prática em Saúde , Pesquisa sobre Serviços de Saúde/métodos , Pesquisa sobre Serviços de Saúde/estatística & dados numéricos , Humanos , Idioma , Projetos Piloto , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Enfermagem Psiquiátrica/estatística & dados numéricos , Escolas de Enfermagem/estatística & dados numéricos , Reino UnidoRESUMO
This paper reports on a participatory action research project focusing upon service-user involvement in the assessment of student mental health nurses in practice. The principle of student nurses being assessed by service-users was found to be desirable in theory. However, its implementation proved to be fraught with difficulty especially with regard to the concerns about increased workload and feelings of vulnerability amongst students. It is recommended that the model of assessment should be adjusted to that of review and that a program of service-users reviewing student nurses on placement be implemented and evaluated.
