Abstract
While the quality of clinical placements and supportive mentor and nurse teacher relationships are crucial in a student’s learning, the focus of this chapter is on the role of the patient–student relationship and patients’ active role in the learning of students in authentic patient care situations. Patients’ active involvement in clinical education refers to the many ways in which patient collaboration and feedback are essential and help students as future professionals to work in partnership with patients, forming empathic and caring relationships and delivering high-quality patient-centred care. The level and extent of patient involvement and the associated factors in students’ clinical learning vary greatly and will be discussed in more detail in the relevant sections. Furthermore, this chapter offers initiatives as to how this untapped resource could be fully utilised in clinical practicums and how the patient perspective could enrich the existing CLES framework.
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I would like to thank Diaconia University of Applied Sciences for support and for allowing me to work with the CLES research network authors.
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Suikkala, A. (2018). How Can Patient Relationships and Patient Experiences Be Better Utilised in Students’ Clinical Learning?. In: Saarikoski, M., Strandell-Laine, C. (eds) The CLES-Scale: An Evaluation Tool for Healthcare Education. Springer, Cham. https://doi.org/10.1007/978-3-319-63649-8_9
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