Medical education and informal teaching by nurses and midwives

Gilmour, Jean, Huntington, Annette, Bogossian, Fiona, Leadbitter, Bernadette and Turner, Catherine (2014) Medical education and informal teaching by nurses and midwives. International Journal of Medical Education, 5 5: 173-177. doi:10.5116/ijme.53f5.ee77

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Author Gilmour, Jean
Huntington, Annette
Bogossian, Fiona
Leadbitter, Bernadette
Turner, Catherine
Title Medical education and informal teaching by nurses and midwives
Journal name International Journal of Medical Education   Check publisher's open access policy
ISSN 2042-6372
Publication date 2014-08-31
Year available 2014
Sub-type Article (original research)
DOI 10.5116/ijme.53f5.ee77
Open Access Status DOI
Volume 5
Issue 5
Start page 173
End page 177
Total pages 5
Place of publication United Kingdom
Publisher International Journal of Medical Education (I J M E)
Collection year 2015
Language eng
Formatted abstract
Objectives: The aim of this study was to examine the contribution of nurses and midwives to the education of medical colleagues in the clinical context.

Methods: The research design was a cross-sectional survey using an online questionnaire. A subsample of 2906 respondents, from a total of 4763 nurses and midwives participating in a web-based study, had taught doctors in the 12 months prior to the survey. The questionnaire generated mainly categorical data analysed with descriptive statistics.

Results: In the group of respondents who taught doctors (n =2906), most provided informal teaching (92.9%, n=2677). Nearly a quarter (23.9%, n=695) self-rated the amount of time spent teaching as at least moderate in duration. The most common named teaching topics were documentation (74.8%, n=2005) and implementing unit procedures (74.3, n=1987), followed by medication charting (61.9%, n=1657) and choosing correct medications (55.8%, n=1493). Respondents felt their contributions were unrecognised by the doctors and students they taught (43.9%, n=1256).

Conclusions: Educational contributions while unrecog-nised could be considered positively by the respondents. However, discussion of teaching responsibilities is necessary to support the development of teaching protocols and supervision responsibilities as respondents reported teaching clinical medical tasks related to medications, consent and other skills within the medical domain. Study limitations include the nature of self-reported responses which cannot be validated and data drawn from a survey concluded in 2009.  
Keyword Medical education
Informal teaching
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Nursing, Midwifery and Social Work Publications
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Created: Wed, 24 Sep 2014, 09:56:00 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work