Subject(s)
Internship and Residency , Clinical Competence , Curriculum , Humans , Nursing Education ResearchABSTRACT
Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.
ABSTRACT
BACKGROUND: As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. OBJECTIVES: This study sought to understand faculty's experience of using a new lecture capture system. DESIGN AND SETTING: This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. METHOD: Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. RESULTS: Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. CONCLUSION: Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available.
Subject(s)
Attitude to Computers , Education, Nursing, Baccalaureate/methods , Faculty, Nursing , Teaching/methods , Educational Measurement , Focus Groups , Humans , Qualitative Research , Stress, PsychologicalABSTRACT
Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.
Subject(s)
Attitude of Health Personnel , Cultural Competency/education , Education, Nursing, Baccalaureate/methods , Education, Nursing/methods , Students, Nursing/psychology , Teaching/methods , Thinking , Creativity , Faculty, Nursing , HumansABSTRACT
Nursing students must be prepared with skills to help them think for the future. Thinking for the future means that students have the ability to envision desired futures for nursing and health care, embrace change and complexity, and believe that they can make a difference. Readers are introduced to the field of futures studies along with strategies and tools to teach futures skills in the nursing curriculum. Basic ideas and assumptions underlying futures studies are presented, and an argument for the importance of futures thinking to nursing education is made.
Subject(s)
Education, Nursing , Forecasting , Humans , Models, Theoretical , Teaching/methods , United StatesABSTRACT
The focus of this qualitative study was to explore patient's perceptions of having received a therapeutic letter (TL) from a nursing student. Patient feedback contributes to student learning and is especially salient when students are trying to understand complex relationships and to deliver care that is individualized and personalized. Four themes from recipient interviews were identified, which show the influence of TLs on the student-patient relationship and the benefits of TLs to patients who receive them. Strategies to promote relationship building, such as TL writing are needed, particularly when students are required to work with patients who have long-standing psychiatric and social disabilities and find these relationships challenging. Findings are discussed in light of the value of TLs to patients and as a powerful strategy for student learning.
Subject(s)
Communication , Correspondence as Topic , Nurse-Patient Relations , Psychotherapy/methods , Humans , Psychiatric Nursing/methods , Students, Nursing , Surveys and QuestionnairesABSTRACT
Therapeutic letter writing (TLW) is a well-known intervention in family nursing practice but it has been overlooked as a strategy in nursing education to promote relationship-building. This article reviews what is known about TLW and presents what was learned by adding a TLW assignment to undergraduate clinical nursing courses. This paper adds to the evidence supporting TLW as an effective clinical teaching strategy to promote students relational skills and to recognize patients' strengths. TLW has benefits for students, patients and faculty.
Subject(s)
Clinical Competence , Correspondence as Topic , Education, Nursing, Baccalaureate , Faculty, Nursing , Handwriting , Professional-Patient Relations , Curriculum , Humans , Interpersonal Relations , TeachingABSTRACT
Although therapeutic letters (TLs) have been included in graduate nursing programs, studies have not examined the impact of TLs on the clinical learning of undergraduate students. This qualitative study was part of a larger project that introduced TLs into already established undergraduate clinical courses. Instructors prepared students for writing TLs by discussing their purpose and by providing a relevant article and examples. In all, 74 students participated in 12 focus group interviews. Interviews were audiotaped, professionally transcribed, and analyzed using qualitative description. Results suggest that TLs cultivate rapport building and the development of students' relational skills. Although the assignment promoted clinical learning and reflection on helping relationships for the vast majority of students, a few students treated TLs as an instrumental activity. Implications for educating health professionals are described.
Subject(s)
Correspondence as Topic , Counseling/methods , Education, Nursing, Baccalaureate , Writing , Counseling/education , Focus Groups , Nurse-Patient Relations , Professional Competence , Students, Nursing , TrustABSTRACT
Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.