Student group’s challenge

“So, the intravenous infusion (IV) shifts sometimes, and the students wanted to ensure that the IV would not easily shift anymore, so that nurses can secure the lines. The students had come up with a kind of 3D fixation construction on the arm. That idea was proposed by the woman who had done HBO-V (prior education) and who was quite dominant in the process. Was this their first idea or were there other ideas? Uh, no, so this idea was quite dominantly carried out in this group. […] In this case with the group working on shifting IV, one student had already done HBO-V (prior education). And, indeed, that person will also handle the contact with the stakeholder. […] Because she (dominant student) has already worked in a hospital, so all contacts go through her. However, the problem and solution are then written up by that person, and the other students in group just hang around and do not get the feeling that they can and are allowed to do a lot. […] It is an example of—which I think—one student that is quite dominant in the group and she pulled that group across the finish line by herself” [T13 shifting of IV].

Teaching activities

“I encouraged the students to openly discuss this idea, and to discuss the problem and whether this problem is different at the Intensive Care Unit (ICU) than at the geriatrics for example. […] This group, I think, consisted of only women, and these women went really along with her (the more dominant student). So, I tried to discuss their group dynamic and I also tried to give room for those students who possibly have trouble with this dynamic. However, that never came forward in these talks. […] So, I tried to encourage the students to talk with stakeholders and figure out whether their problem is the same in the ICU as in geriatrics. […] I tried to encourage the students to think a bit further and also to identify the weaknesses of their idea. I also ask questions, but that does not always work. […] And this pattern is very difficult to break, even if you—as a teacher—make it discussable. Because the dominant student also has most of the knowledge and the contacts in the field” [T13 shifting of IV].