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Thursday, 15 July 2010: 10:30 AM
Learning Objective 1: 1)The learner will describe the communication guidelines about reminiscence.
Learning Objective 2: 2)The learner will describe the major themes that emerged were: (1) bridging the generational gap, (2) positive bonding, (3) intergenerational caring, (4) personal growth.
Background. The aged population, including elders in Taiwan , is growing worldwide. There is an increased need for nurses willing to care for elders; yet few student nurses have interest in elder care. Nursing faculty have the opportunity to promote student nurses’ interest in and attitudes about caring for elders following graduation. Service-learning is a way to promote positive results for nursing students.
Purpose of the Study: The study explored the experiences of Associate degree Taiwanese nursing students (n = 200) following a service-learning in long-term care facilities.
Methods. During a required long-term care course, Taiwanese fourth year Associate of Science nursing students were provided with communication guidelines, which is a discussion about reminiscence, to promote interactions with elders. Students spent six- weeks of clinical time to interact with elders and to provide caring to elders. The service-learning was one and half hours per week. Following the service-learning , a content analysis was performed on students’ responses to open-ended questions about the service-learning experience and student-elder interactions.
Results. Major themes that emerged were: (1) bridging the generational gap, (2) positive bonding, (3) intergenerational caring, (4) personal growth.
Conclusions. Students who are provided with a structured reminiscence approach to guide communication with elders for the service-learning become enthusiastic and excited about student-elder interaction and express interest in elder care.
Purpose of the Study: The study explored the experiences of Associate degree Taiwanese nursing students (n = 200) following a service-learning in long-term care facilities.
Methods. During a required long-term care course, Taiwanese fourth year Associate of Science nursing students were provided with communication guidelines, which is a discussion about reminiscence, to promote interactions with elders. Students spent six- weeks of clinical time to interact with elders and to provide caring to elders. The service-learning was one and half hours per week. Following the service-learning , a content analysis was performed on students’ responses to open-ended questions about the service-learning experience and student-elder interactions.
Results. Major themes that emerged were: (1) bridging the generational gap, (2) positive bonding, (3) intergenerational caring, (4) personal growth.
Conclusions. Students who are provided with a structured reminiscence approach to guide communication with elders for the service-learning become enthusiastic and excited about student-elder interaction and express interest in elder care.
See more of: Nursing Education Strategies
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters