Leadership assumptions on implementation of patient involvement methods.

BACKGROUND: From 2014 to 17, a large-scale project, 'The User-involving Hospital', was implemented at a Danish university hospital. Research highlights leadership as crucial for the outcome of change processes in general and for implementation processes in particular. According to the theory on organizational learning by Agyris and Schön, successful change requires organizational learning. Argyris and Schön consider that the assumptions of involved participants play an important role in organizational learning and processes. The purpose was to explore leaders' assumptions concerning implementation of patient involvement methods in a hospital setting. METHODS: Qualitative explorative interview study with the six top leaders in the implementation project. The semi-structured interviews were conducted and analyzed in accordance with Kvale and Brinkmanns' seven stages of interview research. RESULT: The main leadership assumptions on what is needed in the implementation process are in line with the perceived elements in organizational learning according to the theory of Argyris and Schön. Hence, they argued that implementation of patient involvement requires a culture change among health care professionals. Two aspects on how to obtain success in the implementation process were identified based on leadership assumptions: "The health care professionals' roles in the implementation process" and "The leaders' own roles in the implementation process". CONCLUSION: The top leaders considered implementation of patient involvement a change process that necessitates a change in culture with health care professionals as crucial actors. Furthermore, the top leaders considered themselves important facilitators of this implementation process.

Education of student nurses - A systematic literature review.

OBJECTIVE: The aim of this review was to explore the literature on the connection between teaching strategies and nursing students' learning to clarify which teaching strategies provide optimal learning experiences and outcomes. DATA SOURCES: Sources dating from January 2000 to November 2016 were systematically searched in PubMed, Cinahl, Scopus, Web of Science, ProQuest. METHODS: A systematic literature review was conducted that included quantitative and qualitative studies. Quality assessment was made in accordance with Malterud's guidelines on qualitative research and Polit and Beck's guidelines on quantitative research. The analysis was guided by Patricia Benner's organisation of teaching as teaching and learning in classroom and skills laboratory and teaching and learning in clinical practice. RESULT: In this review, 502 titles and abstracts were screened resulting in 45 read and included studies. CONCLUSION: Teaching in skills lab and simulation laboratories provides a positive learning environment and motivates student nurses to learn. It develops critical thinking and the student nurses' ability to take part in what Benner refers to as problem-based nursing. However, there is a need to transform teaching strategies so that student nurses do not experience classroom and clinical practice teaching as separate parts during their education.