The Distinct Roles of Double-Talented Students in Medicine, Nursing and Social Work

Abstract

Background Two higher education institutions in the Netherlands have aimed to use medical, nursing and social work students’ experiential knowledge encompassing a disability or vulnerability in education for their peers in a joined project named Double Talents in Higher Education. It proved difficult to shape this uniformly across these study programs. The purpose of this study was to identify which aspects define the distinct roles of double-talented students to better implement this innovation. Methods This study employed a mixed-methods design, in which a survey was followed by focus groups. Students and teachers from nursing, social work and medicine who previously were affiliated with Double Talents in Higher Education were eligible to participate. Quantitative and qualitative data were analysed using non-parametric tests and thematic analysis, respectively. Results Between-group survey analysis showed no significant differences. Three themes and seven subthemes were identified from focus groups: Definition of a Double Talent (Nature and Development), Consequences of Disclosure (Positive and Negative) and Contents of Education (Culture, Forms and Organisation). Discussion While medicine and nursing are comfortable with diagnostic frameworks, these can be constraining to those of social work. This study indicated that social work participants were more likely to receive a positive consequence of disclosure on their future career. Educators emphasised the importance of larger group efforts to acquire a spot in the curriculum. To successfully implement the Double Talents in Higher Education project across medicine, nursing and social work, it is crucial to take into consideration the frameworks that each program operates from.