Fundamental care—the quest for evidence

Jackson, Debra; Kozłowska, Olga

doi:10.1111/jocn.14382

Cited by 18 publications

(21 citation statements)

References 9 publications

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“…According to Feo, Frensham, Conroy, and Kitson (), students and clinical nurses perceive fundamental care as “just common sense,” less important, not complicated and not requiring special knowledge or skills, which has resulted in a lack of interest in fundamental care across entire healthcare systems, including education, practice and research (Feo & Kitson, ; Zwakhalen et al, ). To reveal clinical nurses' and nurse educators' understanding of fundamental care, Jackson and Kozlowska () called for innovation in the science and practical application of fundamental care within nursing education and clinical settings. Moreover, following the successful 2018 special issue of Journal of Clinical Nursing on fundamental care, Kitson () invited researchers to explore how to scale up, spread and sustain better fundamental care in health and social care systems.…”

Section: Introductionmentioning

confidence: 99%

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken

2020

Journal of Clinical Nursing

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Aims and objectives:To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment.Background: Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. Design:The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings.Methods: Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method.

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Section: Introductionmentioning

confidence: 99%

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken

2020

Journal of Clinical Nursing

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“…Therefore, rather than considering only the task and teaching this fundamental care as “routinized tasks, divorced from evidence and impact” (MacMillan, , p. 41), it is important to relate it to the PA’s needs, empirical evidence and theories (MacMillan, ; Rasin & Barrick, ). It is also important to consider this fundamental care as “(…) lying at the very heart of nursing practice” (Jackson & Kozlowska, , p. 2177) and not just as basic care delegated to relatives or care aides. In her literature review of minimal data for nursing practice and basic care, Athlin () notes that several authors describe personal hygiene, dressing, mobility and elimination as nursing interventions, activities or phenomena.…”

Section: Introductionmentioning

confidence: 99%

Finding the fundamental needs behind resistance to care: Using the Fundamentals of Care Practice Process

Rey

Voyer

Bouchard

et al. 2019

Journal of Clinical Nursing

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A person living with Alzheimer's disease (PA) can experience difficulty during bodily care and therefore may show resistance to care behaviours (RTCBs). Nurses must take a clinical approach to planning care that meets the person's needs. Therefore, it is necessary to identify training strategies for bedside nurses and nursing students. Aims and objectives: To describe and discuss how the FOC practice process (FOC-PP) can help nurses understand PAs who show RTCBs during bodily care. Background: Resistance to care behaviour phenomenon and the importance of bodily care as fundamental care are described. The FOC-PP enables nurses to apply the FOC framework in their practice. Design: This discursive paper is based on the literature of the FOC framework and PP. Method: A clinical scenario that develops through the five stages of the FOC-PP. Results: The scenario centres on Mrs. Emily Morgan, 81, who lives in a nursing home and is not receiving the bodily care that she needs. Camille, a nursing student, and her supervisor Florence collaborate with Mrs. Morgan's family to improve the quality of her care. Three particular aspects of nursing practice based on the FOC-PP are described: the critical thinking process, relational process and pedagogical process. Conclusion: The FOC-PP promotes holistic care centred on the person and his or her needs and encourages the nurse to use his or her skills and knowledge. All these dimensions are fundamental for high-quality nursing care. Relevance to clinical practice: Mrs. Morgan's scenario enables us to perceive that the FOC-PP is very useful for nursing students and bedside nurses. However, given the amount of specific and diverse knowledge required by the FOC-PP, it is necessary to identify avenues for teaching them. Using clinical scenarios could facilitate the integration of the FOC-PP, with taking into account the specific characteristics of individual clients. K E Y W O R D S Fundamentals of Care Practice Process, needs, nursing, resistance to care | 1775 REY Et al.

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“…Therefore, the delivery of the FoC has recently come under increased international scrutiny, with concerns that nurses and nursing students are unable to recognise the FoC needs of patients and appropriately identify whose responsibility it is to address those needs (Jangland et al, 2018). Given the limited knowledge regarding how to improve the students' abilities, skills and critical thinking regarding FoC, as well as recent calls for innovation in this area (Jackson and Kozlowska, 2018) new ideas concerning how FoC can be taught have fertile ground in which to take root. To the best of the researcher's knowledge, there have been no previous studies aimed at exploring nursing students' perceptions towards being taught the FoC by clinical nurses within an SLE.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment: A qualitative study

Lillekroken

2019

Nurse Education in Practice

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Research in nursing education demonstrates that the fundamentals of care are paid less attention in this field resulting in negative consequences for students' learning outcomes. The aim of this qualitative study was to explore nursing students' perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment. The study has a qualitative explorative design. Data was collected through participant observation and focus group interviews and analysed using qualitative content analysis. The analysis revealed two main categories indicating how the students gained knowledge in the research setting: 'Getting the best of both worlds', and 'Having it in many ways'. The findings are discussed against Vygotsky's theory of cognitive development suggesting that the students were content with being taught the fundamentals of care by clinical nurses within an simulated learning environment.

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Fundamental care—the quest for evidence

Cited by 18 publications

References 9 publications

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Finding the fundamental needs behind resistance to care: Using the Fundamentals of Care Practice Process

Nursing students’ perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment: A qualitative study

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