Commendations, Conversations, and Life-Changing Realizations: Teaching and Practicing Family Nursing

Abstract

This article embeds a piece of reflective writing and analysis from an undergraduate nursing student about the integration of course content to practice in the nursing of families. Surrounding the reflection of the student, the course professor discusses the content, intent, history, and delivery of the family nursing course and examines how the theory taught is necessarily mirrored in the way it is taught and the ways that students are invited into experiencing and "practicing" the skills, philosophies, theories, and beliefs of nursing families well.

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

“…Despite the development of a substantial body of family nursing science knowledge in recent years and the awareness of the need for health care professionals to increase their competence in family nursing practice Chesla, 2010;Duhamel, 2010), limited literature is available about the development of undergraduate curricula and instructional designs devoted to family nursing. Earlier authors (Moules & Johnstone, 2010) offered reflections on undergraduate family nursing course content and the impact on practice with families, while Moules and Tapp (2003) highlighted educational opportunities for teaching family care in laboratory experiences. Some authors have described particular educational strategies for teaching family practices, such as supporting families during acute illness (Kantrowitz-Gordon et al, 2013), completing family assessments with senior students (Lee, Leung, LingChan, & Chung, 2010), conducting family interviews using therapeutic conversation (Holtslander et al, 2013), and writing therapeutic letters to develop relational skills and think reflectively about family nursing (Bell, Moules, & Wright, 2009;Erlingsson, 2009;SmithBattle, Leander, Westhus, Freed, & McLaughlin, 2010).…”

Relationships: The Heart of the Matter in Family Nursing

“…Practicing a genogram interview, asking interventive questions, offering commendations, and learning a repertoire of 3 or 4 useful questions might increase the confidence of the students as they develop their capacity to "think family" and address illness suffering. Our experience at the University of Calgary is that students benefit if both lecture and experiential family nursing labs can be built into a family nursing course where students can practice intervention skills that enhance the nurse-family relationship (Flowers, St. John, & Bell, 2008;Moules & Johnstone, 2010;Moules & Tapp, 2003;Tapp, Moules, Bell, & Wright, 1997).…”

Relacionamento com famílias na prática clínica de enfermagem no contexto neonatal e pediátrico: impacto de uma intervenção educativa e proposição de uma escala de autoeficácia

“…Outras estratégias e métodos já utilizados e referenciados por estudos que focalizaram na transferência do conhecimento e no ensino da enfermagem da família foram: laboratórios de simulação clínica, dramatização (role playing), curso online, coaching, peer mentoring, seminários educacionais e prática clínica supervisionada (70)(71)(72)(73)(74)(75)(76)(77)(78)(79)(80)(81)(82)(83) .…”

“…A média do escore dos enfermeiros do Alojamento Conjunto para a escala total IFCE-AE no estudo anterior (44) era de 76, maior do que na fase pré-intervenção do nosso estudo (71,1) e menor do que a fase pós-intervenção (79,1). Para a subescala 2: "Família: recurso nos cuidados de enfermagem" a média do escore no primeiro estudo era de 30, sendo menor na fase pré-intervenção deste estudo (29,2).…”

“…Estes resultados vêm de encontro a estudos que afirmam que para que a lacuna entre a teoria e a prática na enfermagem da família seja minimizada, o processo de ensinoaprendizagem deve utilizar estratégias pedagógicas que permitam aos aprendizes adquirir competências de uma maneira que seja significativa e relevante para eles, onde o aprendizado seja sistemático e mais reflexivo, fazendo os indivíduos refletirem sobre suas próprias experiências profissionais e pessoais (79,80) . Neste sentido, St John e Flowers (2009) afirmam que é mais provável que a enfermagem da família seja implementada em locais onde os pacientes experienciam doenças graves ou estão em risco de vida, onde a equipe foi educacionalmente preparada, onde há uma orientação na prática (mentor) e há apoio da gestão institucional acerca da enfermagem da família (67) .…”