Turkish nursing students’ views on practice assessments and service user involvement

References

• Anderson, E., & Knuteson, C. (1990). Co-assessment as a unique approach to measuring students’ clinical abilities. Journal of Nursing Education, 29(1), 42–43.
   Google Scholar
• Andrusyszyn, M. A. (1990). Faculty evaluation: A closer look at peer evaluation. Nurse Education Today, 10(6), 410–414.
   Google Scholar
• Barnes, D., Carpenter, J., & Dickinson, C. (2006). The outcomes of partnerships with mental health service users in interprofessional education: A case study. Health and Social Care in the Community, 14(5), 426–435.
   Google Scholar
• Bastable, S. B. (2008). Nurse as educator, principles of teaching and learning for nursing practice(3rd ed.). Sudbury, MA: Jones & Bartlett.
   Google Scholar
• Bennis, W. G., Benne, K. D., & Chin, R. (1969). The planning of change(2nd ed.). New York, NY: Holt, Rinehart & Winston.
   Google Scholar
• Calcutta-Butler, L., & Galvin, K. (2003). Parents’ perceptions of staff competency in a neonatal intensive care unit. Journal of Clinical Nursing, 12, 752–761.
   Google Scholar
• Calman, L., Watson, R., Norman, I., Redfern, S., & Murrells, T. (2002). Assessing practice of student nurses: Methods, preparation of assessors and student views. Journal of Advanced Nursing, 38(5), 516–523.
   Google Scholar
• Coleman, K., & Murray, E. (2002). Patients’ views and feelings on the community-based teaching of undergraduate medical students: A qualitative study. Family Practice, 19(2), 183–188.
   Google Scholar
• Costello, J., & Horne, M. (2001). Patients as teachers? An evaluative study of patients’ involvement in classroom teaching. Nurse Education in Practice, 1(2), 94–102.
   Google Scholar
• Coupland, K., Davis, E., & Gregory, K. (2001). Learning from life. Mental Health Care, 4(5), 166–169.
   Google Scholar
• Cowan, D. T., Norman, I., & Coopamah, V. P. (2005). Competence in nursing practice: A controversial concept – A focused review of literature. Nurse Education Today, 25(5), 355–362.
   Google Scholar
• Debyser, B., Grypdonck, M. H., Defloor, T., & Verhaeghe, S. T. (2011). Involvement of inpatient mental health clients in the practical training and assessment of mental health nursing students: Can it benefit clients and students? Nurse Education Today, 31(2), 198–203.
   Google Scholar
• Demir Karabulut, S., & Ulusoy, M. F. (2008). Students’ views on clinical practice of fundamentals of nursing course. Hacettepe University Faculty of Health Sciences Nursing Journal, 15(2), 26–40.
   Google Scholar
• Department of Health. (1990). The NHS and community care act. London, England: The Stationary Office.
   Google Scholar
• Dinsdale, P. (1999). Gain from pain. Nursing Times, 95(41), 34–35.
   Google Scholar
• Dubrowski, A., & MacRae, H. (2006). Randomised, controlled study investigating the optimal instructor: Student ratios for teaching suturing skills. Medical Education, 40(1), 59–63.
   Google Scholar
• Elcin, M., Odabas‚ ı, O., Turan, S., Sincan, M., & Bilge Bas‚ usta, N. (2010). Developing communication skills using standardized patients and structured assessments in medical education. Hacettepe Medical Journal, 41(4), 219–230.
   Google Scholar
• Felton, A., & Stickley, T. (2004). Pedagogy, power and service user involvement. Journal of Psychiatric and Mental Health Nursing, 11(1), 89–98.
   Google Scholar
• Forrest, S., Risk, I., Masters, H., & Brown, N. (2000). Mental health service user involvement in nurse education: Exploring the issues. Journal of Psychiatric and Mental Health Nursing, 7(1), 51–57.
   Google Scholar
• Fox, M., Green, G., & Martin, P. (2007). Doing practitioner research. London, England: Sage. Retrieved from http://books.google.com.tr/books?id=izjDXc8RW3U C&pg=PA218&dq=fox+martin+green+2007&hl=tr&ei=X546Trr1PM7Esga4sL0T&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=o nepage&q&f=false
   Google Scholar
• Frisby, R. (2001). User involvement in mental health branch education: Client review presentations. Nurse Education Today, 21(8), 663–669.
   Google Scholar
• Gaberson, K., Gaberson, K. B., & Oermann, M. H. (2010). Clinical teaching strategies in nursing(3rd ed.). New York, NY: Springer.
   Google Scholar
• Gutteridge, R., & Dobbins, K. (2010). Service user and carer involvement in learning and teaching: A faculty of health staff perspective. Nurse Education Today, 30(6), 509–514.
   Google Scholar
• Higgins, A., Maguire, G., Watts, M., Creaner, M., McCann, E., Rani, S., & Alexander, J. (2011). Service user involvement in mental health practitioner education in Ireland. Journal of Psychiatric and Mental Health Nursing, 18(6), 519–525.
   Google Scholar
• Hutchings, D. (1999). Partnership in education: An example of client and educator collaboration. The Journal of Continuing Education in Nursing, 30(3), 128–131.
   Google Scholar
• Khoo, R., McVicar, A., & Brandon, D. (2004). Service user involvement in postgraduate mental health education. Does it benefit practice? Journal of Mental Health, 13(5), 481–492.
   Google Scholar
• McCharty, B., & Murphy, S. (2008). Assessing undergraduate nursing students in clinical practice: Do preceptors use assessment strategies? Nurse Education Today, 28(3), 301–313.
   Google Scholar
• Morgan, S., & Sanggaran, R. (1997). Client-centred approach to student nurse education in mental health practicum: An inquiry. Journal of Psychiatric and Mental Health Nursing, 4(6), 423–434.
   Google Scholar
• Norman, I., Watson, R., Murrells, T., Calman, L., & Redfern, S. (2002). The validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students. International Journal of Nursing Studies, 39(2), 133–145.
   Google Scholar
• O’Connor, A. B. (2001). Clinical instruction and evaluation: A teaching resource. Sudbury, MA: Jones & Bartlett.
   Google Scholar
• Papp, I., Markkanen, M., & von Bonsdorff, M. (2003). Clinical environment as a learning environment: Student nurses’ perceptions concerning clinical learning experiences. Nurse Education Today, 23, 262–268.
   Google Scholar
• Perry, J., & Linsley, S. (2006). The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses. Nurse Education Today, 26(4), 346–353.
   Google Scholar
• Polit, D. F., & Hungler, B. P. (1999). Nursing research principles and methods (6th ed.). Philadelphia, PA: Lippincott.
   Google Scholar
• Repper, J., & Breeze, J. (2007). User and carer involvement in the training and education of health professionals: A review of the literature. International Journal of Nursing Studies, 44(3), 511–519.
   Google Scholar
• Rogers, E. (2003). The diffusion of innovations (5th ed.). New York, NY: The Free Press.
   Google Scholar
• Rush, B. (2008). Mental health service user involvement in nurse education: A catalyst for transformative learning. Journal of Mental Health, 17(5), 531–542.
   Google Scholar
• Saarikoski, M., & Leino-Kilpib, H. (2002). The clinical learning environment and supervision by staff nurses: Developing the instrument. International Journal of Nursing Studies, 39(3), 259–267.
   Google Scholar
• Saarikoski, M., Marrow, C., Abreu, W., Riklikiene, O., & Ozbicakcı, S. (2007). Student nurses’ experience of supervision and mentorship in clinical practice: A cross cultural perspective. Nurse Education in Practice, 7, 407–415.
   Google Scholar
• Schneebeli, C., O’Brien, A., Lampshire, D., & Hamer, H. P. (2010). Service user involvement in undergraduate mental health nursing in New Zealand. International Journal of Mental Health Nursing, 19, 30–35.
   Google Scholar
• Seligman, M. E. (1972). Learned helplessness. Annual Review of Medicine, 23, 407–412.
   Google Scholar
• Sibson, L., & Machen, I. (2003). Practice nurses as mentors for student nurses: An untapped educational resource? Nurse Education in Practice, 3, 144–154.
   Google Scholar
• Simons, L., Tee, S., Lathlean, J., Burgess, A., Herbert, L., & Gibson, C. (2007). A socially inclusive approach to user participation in higher education. Journal of Advanced Nursing, 58(3), 246–255.
   Google Scholar
• Speers, J. (2008). Service user involvement in the assessment of a practice competency in mental health nursing– stakeholders’ views and recommendations. Nurse Education in Practice, 8(2), 112–119.
   Google Scholar
• Spurr, S., Ballya, J., & Fergusona, L. (2010). A framework for clinical teaching: A passion-centered philosophy. Nurse Education in Practice, 10(6), 349–354.
   Google Scholar
• Stevens, S., & Tanner, D. (2006). Involving service users in the teaching and learning of social work students: Reflections on experience. Social Work Education, 25, 360–371.
   Google Scholar
• Stickley, T., Stacey, G., Pollock, K., Smith, A., Betinis, J., & Fairbank, S. (2010). The practice assessment of student nurses by people who use mental health services. Nurse Education Today, 30(1), 20–25.
   Google Scholar
• Stickley, T., Stacey, G., Pollock, K., Smith, A., Betinis, J., & Fairbank, S. (2011). Developing a service user designed tool for the assessment of student mental health nurses in practice: A collaborative process. Nurse Education Today, 31(1), 102–106.
   Google Scholar
• Twinn, S. F. (1995). Creating reality or contributing to confusion? An exploratory study of client participation in student learning. Nurse Education Today, 15, 291–297.
   Google Scholar
• Wallcraft, J., & Bryant, M. (2003). The mental health service user movement in England policy paper 2. The Sainsbury Centre for Mental Health. Retrieved from http://www.centreformentalhealth.org.uk/pdfs/policy_paper2_service_user_movement.pdf
   Google Scholar
• Warne, T., & McAndrew, S. (2007). Passive patient or engaged expert? Using a ptolemaic approach to enhance mental health nurse education and practice. International Journal of Mental Health Nursing, 16, 224–229.
   Google Scholar