Abstract
Interactions between nurses and patients are unique and personalized and often described as privileged encounters. The holistic nature of nursing practice centered on a health-based platform differs from the medicalized (disease-based) model of healthcare. These foundational aspects of nursing practice influence learning and teaching encounters at the bedside. In this chapter, a teacher-learner-patient triad is presented as it represents the interrelatedness and fluidity of the roles, which should always be considered within the broader contexts of safety and quality (patient care) and privacy and respect.
In this chapter, the increasing resolve from safety and quality organizations globally to enable health consumer involvement in their own and others’ care is acknowledged in relation to their engagement in learning and teaching encounters at the bedside.
Communication, modelling practice, health literacy, and the broader arrangements for how undergraduate nursing students attain clinical practice experience form a large part of discussions. However, focus is also given to postgraduate nursing students who concurrently work in addition to studying. This chapter seeks to offer an international perspective, while recognizing that the context of the authors’ practice in Australia is a strong influence on this work.
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Kelly, M.A., Forber, J. (2021). Learning and Teaching at the Bedside: Expert Commentary from a Nursing Perspective. In: Nestel, D., Reedy, G., McKenna, L., Gough, S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-13-6106-7_61-1
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