Perceived caring attributes and priorities of preregistration nursing students throughout a nursing curriculum underpinned by person‐centredness

Abstract

Internationally, caring attributes are challenging to develop and sustain throughout preregistration education, largely being diminished over time. Little published evidence evidences how person-centred frameworks are successfully integrated into preregistration nursing curricula to develop person-centred nurses.

Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training

“…The study aims were generally descriptive in character and the following terms were used variedly: to evaluate, compare, investigate, describe, examine, illustrate, to provide an overview, to determine and identify, to contribute, to explore (Arthur, 2001;Barrere et al, 2008;Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014;Cook et al, 2018;Creese et al, 2016;Hernández & Brendefur, 2003;Hiim, 2017;Holland et al, 2017;Li & Kenward, 2006;Meechan et al, 2011;O'Shea et al, 2015;Park, 2009;Whitehead, 2002).…”

“…Predominantly, the primary studies bring forward integrated teaching as an approach that enables an addition of knowledge, which was described in terms of a specific content, skills, abilities and competences, that can be prepared for in teaching, measured and evaluated. Thus, integrated teaching is motivated by a varied usage of the following descriptive terms: to establish, promote, sustain, develop, arouse, understand, facilitate, build, enhance, influence, strengthen, apply, and to provide depth (Arthur, 2001;Barrere, Durkin & LaCoursiere, 2008;Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014;Cook, Mccance, Mccormack, Barr & Slater, 2018;Creese, Gonzalez & Isaacs, 2016;Hernández & Brendefur, 2003;Hiim, 2017;Holland, Tiffany, Tilton & Kleve, 2017;Li & Kenward, 2006;Meechan, Mason & Catling, 2011;O'Shea, Campbell, Engler, Beauregard, Chamberlin & Currie, 2015;Park, 2009;Whitehead, 2002).…”

“…Integrated teaching was performed through themes of which most common were connected to nursing care, concerning end-of-life, person-centeredness, pharmacology, and ethics (Barrere et al, 2008;Cook et al, 2018;Holland et al, 2017;Meechan et al, 2011;O'Shea et al, 2015;Park, 2009). Other themes involved more specific areas, such as academic writing, mathematics, alcohol, pharmacology, and ethics (Arthur, 2001;Hernández & Brendefur, 2003;Whitehead, 2002).…”

“…Hereby follows an example of each approach of integration identified in the review findings. Barrere et al, 2008;Cook et al, 2018;Hiim, 2017;Holland et al, 2017;Li et al, 2006;Meechan et al, 2011 * Two studies (Creese et al, 2016;Park, 2009) were not included in the table, because they did not offer any information on classroom implementation of integrated teaching.…”

“…Generally, vocational knowing was focused in terms of professional responsibilities and academic qualities. Vocational knowing primarily comprised specific areas of nursing care, such as end-of-life-care, alcohol consumption, person-centered care coordination, and pharmacology (Arthur, 2001;Barrere et al, 2008;Cook et al, 2018;Hiim, 2017;Holland et al, 2017;Li & Kenward, 2006;Meechan et al, 2011;O'Shea et al, 2015). Vocational knowing was also presented in terms of skills and abilities, such as creativity, critical thinking, reflexivity, analytical reasoning, empathy, communication, collaboration, autonomy, responsibility and confidence (Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014).…”