ABSTRACT
Theoretical support is evaluated for nursing students' use of an innovative educational intervention, the Psychopharmacology R.A.C.E. (Wissman and Tankel, Kansas City, MO) game, as an empowerment tool with mental health clients. Based on mutual trust and respect, the interpersonal process occurs between an individual or group (e.g., client, student) with a desire for competency growth (e.g., knowledge, proactive health behaviors, negotiation), and development of a sense of control and self-determination and another individual or group (e.g., nurse) who serves as an enabler, supporter, and resource mobilizer. A review of empowerment literature identifies: (1) support of education as an empowerment tool; (2) identification of specific teaching methods and behaviors that promote empowerment; (3) empowerment as an outcome of involvement; and (4) support of the empowerment value of group participation. Preliminary clinical observations reveal strong support for nursing students' use of the Psychopharmacology R.A.C.E. game as a method to empower mental health clients.
Subject(s)
Education, Nursing , Mental Disorders/drug therapy , Mental Disorders/nursing , Patient Education as Topic/methods , Play and Playthings , Humans , Kansas , Mental Disorders/rehabilitation , Power, PsychologicalABSTRACT
Senior citizens commonly take multiple medications and lack knowledge about proper use and side effects. They often have no access to health professionals to clarify any misconceptions about their medications. Nursing students often learn pharmacology in the classroom with no opportunity to apply the knowledge as it is learned. Within one community, a creative strategy was developed to meet the learning needs of both groups. At a local senior center, clients with drug-knowledge deficits or compliance difficulties were identified. Pharmacology nursing students were then assigned to collect drug histories from these clients. Following analysis of gathered data, students were required to develop individualized drug teaching tools for their assigned client. Through these activities, the learning needs of both groups were met.
Subject(s)
Education, Nursing/methods , Health Education/methods , Pharmacology/education , Aged , Health Knowledge, Attitudes, Practice , Health Services Accessibility , Humans , Patient Compliance , Patient Education as Topic/methodsABSTRACT
The author presents six strategies that have been used successfully to teach and assess critical-thinking skills in a pharmacology course. Within the context of pharmacology content, the strategies were designed to develop student abilities in making critical distinctions, critical decision making, analysis of assessment findings, and the anticipation of intervention results and possible side effects/consequences.
Subject(s)
Clinical Competence , Education, Nursing, Baccalaureate/methods , Judgment , Pharmacology/education , Thinking , Curriculum , Decision Making , Humans , Nursing AssessmentABSTRACT
The author describes a teaching-learning strategy that helped students gain an enhanced appreciation for nursing theories and their application to nursing practice. Students selected, campaigned for, and elected a nursing theorist to serve as Vice President for a Nursing Theory Club. Through the campaign and election process, they were able to select and investigate a nursing theorist and apply the theorists' work to nursing practice. Campaign materials, campaign headquarter displays, and campaign speeches allowed for assessment of many program outcomes including effective written and verbal communication, critical thinking, professionalism, empiric knowledge, and aesthetics.
