Supporting the development of interpersonal skills in nursing, in an undergraduate mental health curriculum: Reaching the parts other strategies do not reach through action learning

被引：9

作者：

Waugh, Anna ^{[1
]}

McNay, Lisa ^{[1
]}

Dewar, Belinda ^{[2
]}

McCaig, Marie ^{[1
]}

机构：

[1] Univ West Scotland, Dumfries DG12ZN, Scotland

[2] Univ West Scotland, Hamilton ML30JB, Scotland

来源：

NURSE EDUCATION TODAY | 2014年 / 34卷 / 09期

关键词：

Mental health; Student education; Action learning; Theory practice gap; Professional competence; Emotional aspects of learning; The Francis report;

D O I：

10.1016/j.nedt.2013.10.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The centrality of therapeutic relationships is considered to be the cornerstone of effective mental health nursing practice. Strategies that support the development of these skills and the emotional aspects of learning need to be developed. Action learning is one such strategy. This article reports on a qualitative research study on the introduction of Action Learning Sets (ALS) into a Pre-registration Mental Health Nursing Programme. This teaching and learning methodology was chosen to support the emotional aspects of learning and mental health nursing skills. Four themes were identified: developing skills of listening and questioning in 'real time', enhanced self-awareness, being with someone in the moment - there is no rehearsal and doing things differently in practice. Students and lecturers found the experience positive and advocate for other Pre-registration Mental Health Nursing Programmes to consider the use of ALS within the curriculum. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：1232 / 1237

页数：6