Curriculum development through understanding the student nurse experience of suicide intervention education--A phenomenographic study.

Suicide remains a global public health issue and a major governmental concern. The World Health Organisation argues for continued investment in education for front-line professionals, with a particular focus on nurses, to address the rising suicide levels. Considering this rate, it could be argued that suicide has impacted on the lives of many, including the student nurse population. Understanding the psychological impact, and influence on learning, whilst developing suicide intervention knowledge is crucial. However, little is known of the student experience in this complex and challenging area of skills development. This phenomenographic study examines the experiences of second year Bachelor of Nursing (mental health) students who participated in the Applied Suicide Intervention Skills Training (ASIST). Experiences were illuminated through two focus groups, Experiences were distilled and categorised through hierarchically relationships to construct a group experiential field to illustrate understandings of the impact this approach has on learning Students found ASIST to be emotionally challenging yet an extremely positive experience through bonding, peer learning, and class cohesion. The supportive workshop facilitation was essential allowing for full immersion into role simulation thus developing student confidence. Appropriate pedagogy and student support must be considered whilst developing suicide intervention in the pre-registration curricula.

Alcohol education and training in pre-registration nursing: a national survey to determine curriculum content in the United Kingdom (UK).

BACKGROUND: Alcohol-related harm impacts significantly on the health of the population. Nurses are often among the first health professionals that many patients with alcohol-related problems come into contact with and have been identified as playing a key role but may be ill-prepared to respond. Future nurses need to have the skills, knowledge and clinical confidence to respond to patients suffering from alcohol-related harm. A pre-registration curriculum that ensures a nursing workforce fit for practice in responding to alcohol-related harm is necessary. OBJECTIVES: To determine the level of alcohol education and training content in the pre-registration curriculum for nursing in the United Kingdom (UK). To establish whether there are variations in the pre-registration curriculum content across the UK. DESIGN: A descriptive study. SETTING: All 68 UK Higher Education Institutions offering a total of 111 pre-registration courses for nurses were invited to participate in the study. PARTICIPANTS: Twenty nine completed questionnaires were returned, a response rate of 26%. The largest number of identified responders were from England (n=15), with 3 from Scotland and 1 each from Wales and Northern Ireland. Nine Universities chose not to identify themselves. METHODS: An online semi-structured questionnaire survey was used to collect the study data. RESULTS: Teaching of alcohol and alcohol related harm was mainly delivered during the second year of a pre-registration nursing programme provided mainly to adult and mental health students. Overall, the majority of alcohol related content that is provided within the responding pre-registration nursing courses relates to biophysiology, aetiology, and pharmacological and non-pharmacological interventions. CONCLUSION: This study highlights the need for a greater and more relevant focus of alcohol education to pre-registration nursing students of all fields of practice incorporating an integrated approach across all years of study.

The development of service users in the provision of verbal feedback to student nurses in a clinical simulation environment.

The School of Nursing and Midwifery at Robert Gordon University, Aberdeen, has a sustained history of working in partnership with service users in their role as patient volunteers. The patient volunteers make a pivotal contribution towards the delivery of clinical skills as "real" patients. They work within a scenario context, overseen and facilitated by academic staff. Evaluations have identified that the patient volunteers find this experience rewarding, worthwhile and a way of contributing to the education of student nurses. Whilst this is already a successful element of the student's learning, staff were cognisant of the need to develop this aspect further. A case study approach was adopted to review the experience of the patient volunteers in their provision of feedback to students. In accordance with the evidence base, it was proposed to enhance the volunteer patient's role in providing verbal face to face feedback to students. An educational package for the patient volunteers was developed and a current simulation event within the curriculum was identified that would allow the volunteers to practice giving feedback. This was then evaluated and following ethical approval, a series of focus groups were undertaken with the patient volunteers. The data collected identified the strengths and limitations of this experience and as a result of this an implementation plan was identified aimed at enhancing the patient volunteer's and the student's experience.