Breaking bad news: qualitative evaluation of an interprofessional learning opportunity.
This paper analyses the effects of bringing together a small group of nursing and medical students to learn the skills needed to break bad news to patients. It outlines the qualitative and quantitative methods used, to provide the reader with a comprehensive account of the teaching, learning and research strategies drawn on during the study. The paper examines the evaluation phase, as this aspect is of greatest import if such initiatives are to flourish. The facet of the study analysed in detail concerns the students' responses to the open-ended qualitative questionnaires. In coding the data, three researchers independently highlighted a series of themes associated with the benefits and hazards of nursing and medical students learning and working together. Finally, the paper closes by arguing that trust and mutual respect are vital ingredients if collaborative working is to become part of the medical and nursing curriculum.
Wakefield
Ann
A
School of Nursing Midwifery and Health Visiting, University of Manchester, South Manchester, UK. ann.b.wakefield@man.ac.uk
Cocksedge
Simon
S
Boggis
Caroline
C
D002983:Clinical Competence; D003142:Communication; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods* / Q000458:organization & administration; D004506:Education, Nursing / Q000379:methods* / Q000458:organization & administration; D004645:Empathy; D005240:Feasibility Studies; D006126:Group Processes; D007722:Health Knowledge, Attitudes, Practice; D007400:Interprofessional Relations; D010348:Patient Care Team / Q000458:organization & administration; D016544:Patient Simulation; D010817:Physician-Patient Relations; D010865:Pilot Projects; D015397:Program Evaluation; D012381:Role Playing; D006113:United Kingdom