Breaking bad news: qualitative evaluation of an interprofessional learning opportunity

Abstract

This paper analyses the effects of bringing together a small group of nursing and medical students to learn the skills needed to break bad news to patients. It outlines the qualitative and quantitative methods used, to provide the reader with a comprehensive account of the teaching, learning and research strategies drawn on during the study. The paper examines the evaluation phase, as this aspect is of greatest import if such initiatives are to flourish. The facet of the study analysed in detail concerns the students’ responses to the open-ended qualitative questionnaires. In coding the data, three researchers independently highlighted a series of themes associated with the benefits and hazards of nursing and medical students learning and working together. Finally, the paper closes by arguing that trust and mutual respect are vital ingredients if collaborative working is to become part of the medical and nursing curriculum.

Additional information

Notes on contributors

Ann Wakefield

ANN WAKEFIELD, PhD MSc RGN RMN RCNT RNT Cert Ed, is a lecturer in nursing at the University of Manchester interested in developing interprofessional and interdisciplinary learning She is currently undertaking work looking at the case-management philosophies of a range of healthcare practitioners.

Simon Cocksedge

SIMON COCKSEDGE, BSc BM BCh MD FRCGP, is a general practitioner with an interest in communication education. He is a Lecturer in Primary Care and Communication at the University of Manchester where he is currently researching limits to listening in GP–patient relationships.

Caroline Boggis

CAROLINE BOGGIS, MB BS FRCR, is Hospital Dean for Clinical Studies at the University of Manchester responsible for the clinical education of students in years 3, 4 and 5. Her research interests encompass interprofessional learning, self- and peer assessment and evaluation of the quality of clinical education.