| Teaching activities | Contingent on: | Quotes from participants |
| Cognitive | Positive emotions | “The father of one of the students had ended up in the hospital and had experienced delirium. A delirium is a dysregulation of your thinking and the brain caused by a serious illness. […] The student had dived into the problem and learned that delirium occurs with serious illness and procedures. […] Then the student thought, could we come up with something to prevent that? For example, could we measure certain values, put them in an app, and have the app calculate the likelihood of delirium. […] The students spent quite some time on that idea; they wanted to make that idea into a prototype. However, something that impaired their process was that the students immediately worked on the five or ten most important parameters, and not so much on what a delirium is. […] I asked the students whether they felt that they knew enough about the whole clinical picture of delirium […] And how it would be to talk to a geriatric nurse, for example, or people who work in the recovery room. […] I tried to give the students some knowledge” [T6 delirium]. |
| Metacognitive | ||
| Affective | Negative emotions | “The students wanted to come up with something so that children who are in the hospital for long periods of time could still have contact with their pets. The students came up with all kinds of ideas, and the bottom line was that none of their ideas were possible. […] The students were very disappointed. [...] That did something to them, especially because these students felt that they had found the egg of Columbus several times in six weeks. [...] At one point, I noticed that the students were a bit worn out. [...] I asked them how they were feeling. The students said, “yes, I hate to say it, but [this failure] does affect my motivation”. I replied by telling the students that it was good of them to say this, because that is why I asked about it, and it is very normal that this happens. So that is a bit of normalising that I do. I also work with the students to see how they can take the next step” [T6 long-term hospital visit]. |
| Socio-communicative | Group dynamics | “At one point, I did say something about it to the students: “You know, every time he comes up with something that might be weird or crazy, you guys should actually try to build on that instead of cutting him off or saying that his idea cannot be done”. He actually had really funny ideas. [...] I mentioned that I did not think it was fair that every time he came up with a crazy idea, the other students laughed about it or ignored it. Indeed, sometimes the ideas he brought up were not entirely useful, but he did think beyond what was already there. He did dare; he did have guts. [...] In the end, I wrote this in my evaluation, and I also said to him that he should have more confidence in himself and that what he did was good. I said this because I noticed that [the rejection of his ideas] made him insecure and that at a certain point he gave up, which is a shame” [T5 genetic disorders]. |