The inclusion of cognitive behavioural therapeutic components in the undergraduate nursing curriculum. A systematic integrative review of the evidence.

BACKGROUND: Despite the increasing evidence base for the use of cognitive behavioural interventions in nursing, the extent to which therapeutic interventions and their components are included in the undergraduate curriculum in Australia remains unclear. OBJECTIVES: To explore if and how cognitive behavioural components are being taught to undergraduate nursing students to deliver outcome benefits to students and patients. DESIGN: An integrative literature review reporting links between CBT components and methods taught in pre-registration nurse education. FINDINGS AND CONCLUSION: Based on an analysis of current literature, it is suggested that evidence-based cognitive behavioural components are being taught to undergraduate nursing students. The study reports that teaching cognitive behavioural components can bring clinical benefits to positive patient outcome, to student wellbeing and study performance. However, the teaching of cognitive behavioural conceptual models as a therapeutic skill was found to be limited. Recommendations to incorporate a simple, evidence based cognitive behavioural conceptual tool, highlights how nurse educators can address the requirement to teach from the current evidence base.

Current teaching of psychology in undergraduate adult and comprehensive nursing curricula.

The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.