title: Turning the tables: when the student teaches the professional -- a case description of an innovative teaching approach as told by the students.
abstract: BACKGROUND
  Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital.
  
  
  METHODS
  Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators.
  
  
  RESULTS
  Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities.
  
  
  CONCLUSIONS
  The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.
authors.affiliation: Medical Management Centre, Karolinska Institutet, Stockholm, Sweden. carl.savage@ki.se
authors.forename: Carl
authors.initials: C
authors.lastname: Savage
authors.forename: Shirin
authors.initials: S
authors.lastname: Amanali
authors.forename: Agneta
authors.initials: A
authors.lastname: Andersson
authors.forename: Susanne Carrera
authors.initials: SC
authors.lastname: Löhr
authors.forename: Zenitha
authors.initials: Z
authors.lastname: Eliasson
authors.forename: Hanna
authors.initials: H
authors.lastname: Eriksson
authors.forename: Anette
authors.initials: A
authors.lastname: Erlandsson
authors.forename: Sofia
authors.initials: S
authors.lastname: Goobar
authors.forename: Jenny
authors.initials: J
authors.lastname: Holm
authors.forename: Claudia
authors.initials: C
authors.lastname: Johansson
authors.forename: Elin
authors.initials: E
authors.lastname: Langendahl
authors.forename: Amie
authors.initials: A
authors.lastname: Lindberg
authors.forename: Jennifer
authors.initials: J
authors.lastname: Lundin
authors.forename: Anna
authors.initials: A
authors.lastname: Uhrdin
authors.forename: Ulrica von Thiele
authors.initials: Uv
authors.lastname: Schwarz
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003194:Computer-Assisted Instruction; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004509:Education, Nursing, Continuing / Q000379:methods* / Q000458:organization & administration; D006801:Humans; D020407:Internet; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D009741:Nursing Staff, Hospital / Q000193:education*; D009936:Organizational Innovation; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*