Ethical experiential learning in medical, nursing and allied health education: A narrative review
Abstract
UNLABELLED: Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other.
OBJECTIVES: To identify effective strategies that enable ethical experiential learning for health students during practical classes.
DESIGN: A narrative review of the literature.
DATA SOURCES: Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published.
REVIEW METHODS: A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes.
RESULTS: A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining…
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