Johanna Kaitsalmi, Tanja Vehkakoski, Liisa Karlsson, Sanna Salanterä
Nurses and the disabled child's perspective in the anaesthesia procedure preparation process using a picture schedule
International journal of qualitative studies on health and well-being
medical students longitudinal care patients supports clinical learning promotes patientcentredness literature presents little empirically derived guidance faculty facilitate students longitudinal learning care informed conceptual framework relational learning study investigated faculty perspectives longitudinal teaching strategies facilitating students longitudinal learning perceived barriers enablers using convergent mixedmethods approach single academic medical centre authors conducted survey two focus groups 20182019 faculty members teaching three longitudinal clinical courses quantitative analyses included descriptive statistics chisquare tests qualitative content analysis described deductive categories identified inductive themes fortythree eligible faculty 69 completed survey ninetyone percent n 39 reported teaching longitudinal model enhanced experience preceptors faculty described activities students performed provide longitudinal care spending time patients independently n 38 88 making followup phone calls n 35 81 participating home communitybased visits n 20 47 among others twelve faculty participated two focus groups deductive analysis characterised strategies facilitating students longitudinal learning barriers enablers strategies included encouraging students follow patients faculty adaptability offering guidance setting expectations careful patient selection barriers included scheduling limitations enablers included student initiative inductive analysis identified two themes faculty goals students faculty benefits teaching goals included meaningful engagement patients illness time benefits teaching included personal gratification mentorship holistic student assessment survey focus group findings demonstrated positive faculty attitudes experiences characterised faculty goals approaches identified elements educational context hindered facilitated longitudinal teaching learning studys faculty perspectives build upon prior investigations students patients perspectives offer teaching strategies may guide faculty development