Poster Presentation
Sunday, November 4, 2007
10:30 AM - 11:45 AM
Sunday, November 4, 2007
1:30 PM - 2:45 PM
Engaging Psychiatric Nursing Students in a Collaborative Relational Teaching Role
Sonja Peterson, EdD, RN, Community Nursing, University of Massachusetts Dartmouth College of Nursing, N Dartmouth, MA, USA and Karen M. Pehrson, MS, APRN, BC, Professional Development, Southcoast Hospitals Group, Fall River, MA, USA.
Learning Objective #1: Describe two strategies promoting the teaching-learning role of students in a psychiatric setting. |
Learning Objective #2: Discuss the value of long term student-client relationships. |
Patient teaching continues to remain an important role of
today's nurses especially due to the trend of shortened hospital stays for
patients. Nurse faculty members are challenged to implement useful teaching
approaches to develop students for this vital teaching role. Faculty members
teaching psychiatric-mental health nursing to second semester juniors or first
semester senior nursing students have found that using long term clinical sites
facilitates implementation of the Collaborative Integrative Partnership Model. The
collaborative model emphasizes a relational teaching approach which builds on
Prochaska's motivational change theory. Students work with individual clients
as well as client groups establishing mutual learning contracts. Relational
teaching creates a climate in which students and clients are both teachers and
learners engaged in an active process. Strategies implemented by faculty to
develop the teaching role of students include: helping students identify
clients' readiness and goals for learning; promoting advocacy work among
students and clients; and designing projects and scholarly assignments.
Outcomes of this collaborative relational model help students refine their
philosophy of teaching and view clients as valuable teachers.