StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities

被引：1
|
作者：
Nash-Patel, Theresa [1 ]
Anderson, Eli
O'Donoghue, Bern [2 ]
Paliokosta, Paty [3 ]
Morrow, Elizabeth [4 ,5 ]
机构：
[1] Kingston Univ London, Fac Hlth Sci Social Care & Educ, Nursing, London, England
[2] Socially Engaged Artist & Facilitator Freelance, Brighton, East Sussex, England
[3] Kingston Univ London, Fac Hlth Sci Social Care & Educ, Chair Inclus Social Justice Special Interest Grp, Inclus Educ & Special Needs, London, England
[4] Res Support NI, Downpatrick, North Ireland
[5] 28 Seaview, Downpatrick BT30 9QT, County Down, North Ireland
来源：
JOURNAL OF NURSING EDUCATION | 2023年 / 62卷 / 01期
关键词：
HEALTH-CARE; NURSES; PEOPLE; INTERVENTIONS;
D O I：
10.3928/01484834-20220912-12
中图分类号：
R47 [护理学];
学科分类号：
1011 ;
摘要：
Background: Nursing students express fears and anxi-eties about caring for people with intellectual learning dis-abilities (ILDs). Educational storytelling interventions may help overcome these concerns and improve nursing care. Method: StoryAid was used and developed in the Heritage-2Health (H2H) Virtual Art and Drama Project. Eight online ses-sions followed a story about differences and connections. Two trained facilitators and three academic educators supported nursing students (n = 15), adolescents with ILDs (n = 7), their par-ents (n = 7), and a specialist teacher to deconstruct, reconnect, and rediscover understandings using rights-based ethnograph-ic evaluation and thematic analysis. Results: Themes included relating to the story and characters, participating in the story-telling process, relating to other participants in the storytelling, and relating learning to clinical contexts and professionalism. Conclusion:The partnership of StoryAid and H2H created safe spaces for nursing students to engage, challenge assumptions, and develop relational skills. [J Nurs Educ. 2023;62(1):51-57.]
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页码：51 / +
页数：8
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