Caring for Older Adults by First Year Nursing Students: A Holistic Approach to a Therapeutic Client-Student Relationship

Purpose: First Year Nursing Students in the Bachelor of Science in Nursing (BScN) Program at the Nunavut Arctic College are annually challenged to implement their first nursing practice theory and skills by utilizing a holistic approach to meeting the physical, mental, emotional, social, and spiritual needs of a group of older adults under their care. Method: The students are required to conduct health history and client assessment on an assigned elder and develop a care plan to be met and evaluated, along with their clinical performance and reflective journals. In the 2014 academic year, the students embarked on this journey with eight (8) elders, all of whom were mobile or used mobility devices, independent or semi-dependent, and presented with multiple co-morbid conditions. Some elders were receptive to the students, while others expressed reluctance in having students on the caregiver-team. The students considered measures to build therapeutic bridges of honesty and respect, and to overcome barriers to the client-student relationship. Results: Through brainstorming and reflective sessions, and in collaboration with instructor and caregiver-teams, the students learned to appreciate the exciting and interesting aspects of elder care, the value of learning each elder’s story, and the factors that motivated and empowered elders to promote and maintain their own holistic well-being. The students gained mutual respect, friendship and trust of the elders, who helped facilitate learning by embracing the knowledge and skills they brought with them. They assisted the elders to identify their own incentives for participation in health promotion and disease-prevention activities, maintain independence, and the desire to feel good and have fun. Furthermore, students assisted with meal times, escorted the elders for specialist appointments, provided personal care and grooming, walked with them, took them for a ride, prayed with them, and even assisted with caring for the dying. The students “discovered” one female elder as the leading actress in one of the movies watched together, and who had actually been a leading actress in thirteen (13) other movies in her youth. The staff became more positive toward this elder, whose own mood and morale improved immensely and she became more cheerful and sociable, less anxious and less fearful. Conclusion: Patience, humility, empathy, and respect served as therapeutic determinants to improve, promote, and enhance students’ own attitudes as they confronted the complexity of elder care, developed knowledge and decision-making skills, while supporting maximum function and quality of life for the elders and their families. Honesty, hope and trust were fostered and nurtured throughout the client-student relationship, with an outcome of student commitment to return as future visitors and/or volunteers to the Elders Center.