Innovation
The Doctor and Nurse as Teacher programme is the first interprofessional student selected component to be offered by the School of Medicine in collaboration with the School of Nursing and Midwifery, Education Development Service and local primary schools. This was designed to enable medical and nursing students to work collaboratively while deepening their learning, and developing their professional attributes and the knowledge and skills to become competent teachers. This 4-week project supports the medical student in meeting the Scottish Doctor Curriculum Outcomes (Scottish Deans Medical Education Group, 2008) of the medical degree programme and the nursing student in meeting the UK Nursing and Midwifery Council Competencies in Child Nursing (NMC, 2008). From the primary school perspective it supports the Curriculum for Excellence Outcomes (Learning and Teaching Scotland, 2009). It also supports the Determined to Succeed Strategy (Scottish Executive, 2008) by increasing the understanding of business and commerce in our young people.
What prompted innovation?
Interprofessional education for health professionals and multi-agency working has been moving up the political and professional agenda. The General Medical Council (GMC, 2009) and the Nursing and Midwifery Council (NMC, 2008) clearly indicate that students should learn the importance of communication, collaborative working and understanding across professions and disciplines from the beginning of their education programmes. A collaborative project, The Doctor and Nurse as Teacher, for both the Schools of Medicine and Nursing and Midwifery in a Scottish University was developed with the local Education Development Service Department and has now been run successfully five times.
What makes innovation different?
Participating in the programme allows students to extend their experience of working with people in other disciplines and primary school children, aged 5 to 11 years, to provide health promotion education in a different context from the health care setting. During the delivery of health topics, including ‘how my body works’, ‘dental care’, ‘blood and guts’, taken from the Curriculum for Excellence (Learning and Teaching Scotland, 2009) students were encouraged to consider the development of health promotion materials and teaching methods and then to adjust the content to reflect the age and developmental stages of the children
Changes in practice
It is unusual for medical and child nursing students to be given the opportunity to access children who are not recipients of care within a healthcare framework or system. This project provided them with a real primary school-based situation in which to talk to children about health promotion in a meaningful way. It augmented simulated teaching and practice-based learning by allowing the students to develop many skills in relation to this topic and communication skills related to this client group. The interprofessional and collaborative nature of the project further enhanced its value to the children and student participants in relation to the benefits of teamwork, dispelling myths of the doctor/nurse authority and recognition of the roles of others.
Impact
School evaluation
‘Excellent multi-agency working, each learning from the other’
‘Students were better qualified than school staff to answer questions about the subject. Good role model for pupils considering possible future careers’
‘…it was beneficial to teacher and pupils … expose pupils to people in variety of work types as many do not have this at home’
“Excellent resources and knowledge enhanced what is available in school. Multi-agency working has a positive impact in the delivery of the curriculum”.
Medical/Nursing Student evaluation
‘Interprofessional learning was a major part of this SSC. We shared resources and ideas before going into the school. I also worked with the school teachers which was interesting and I learnt a lot about the children’
‘Working with nursing students allowed the archaic doctor and nurse diagram to be broken’
‘We worked very well as a team’
‘It has been a unique experience. Being given the chance to work in a school environment with ‘well’ children was very rewarding’
The Employment Engagement Officer
‘The University has provided an invaluable classroom experience to both pupils and teachers through the SSC initiative. From early years to year 7 in primary school, our pupils have been inspired to consider their personal qualities, aptitudes and aspirations. The emerging Curriculum for Excellence focus on work related learning encourages our young people to develop essential new skills, ultimately preparing them for a positive future beyond school. The introduction of medical and nursing students into the classroom via the SSC project has not only complimented the experiences and outcomes within the Curriculum for Excellence, but this SSC has also introduced the pathway to a long term partnership between the Education Department and a renowned University’
Awards
- ‘Highly Commended’ – Honorary Graduates Award for Innovative Teaching, 2008-09.
- Shortlisted for Dundee City Council Focus on Achievement Awards 2009.
Dissemination
- This has expanded from just children’s nurses to all fields of nursing, and a pilot to include Dental students was undertaken this year, this is currently being evaluated
- Conference papers and posters
- Publication: Muir, F., McTaggart, I.J., Bradley, S. (2011) Developing collaborative working through teaching. June 2011 Vol 6 No 5 British Journal of School Nursing