PubMed · 585116
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C Pires de Araújo, G M Zerbetto. [Experience with a self-evaluation guide].. https://pubmed.ncbi.nlm.nih.gov/585116/
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AIM OF THE STUDY: To evaluate the personal and professional impact of undertaking a 15-week degree level module on nursing as human caring. BACKGROUND: Little is known about how to teach and enhance caring practices. An innovative module was implemented on a 4-year, postregistration nursing degree course in Wales to develop students' capacity to be caring practitioners. An understanding of its impact was sought to facilitate better future preparation of students. RESEARCH METHODS: A full cohort of 25 part-time students, divided into four groups, participated in audio-taped focus groups before and after undertaking the module. FINDINGS: From a personal perspective, the students experienced increased spiritual awareness characterized by: (1) enhanced connecting relationships with self and others, (2) finding purpose and meaning in life, and (3) clarification of values. Professionally, the module resulted in: (1) an increased knowledge and understanding of caring theory and related concepts, (2) a more holistic approach to care, and (3) enhanced caring practice. CONCLUSIONS: Education may enhance students' capacity to be caring practitioners. Spirituality, in particular, was illuminated for the students as an important means of developing both themselves and their caring practices. They experienced transformative learning, and the focus groups, employed as the research method, served as a useful vehicle in this process. Reflective groups will be used as a teaching method on future modules.
In 1860, the Nightingale School of Nursing opened at St Thomas's Hospital, London. Florence Nightingale's overriding raison d'etre in the setting up of this foundation was a replacement of the old fashioned nurse (caricatured by Mrs Gamp-an "ignorant and immoral drunkard") by the highly trained, and eminently respectable "lady-nurse". While this change met with a great deal of approval from the lay public and the majority of the nursing profession, a minority of the latter together with the bulk of medical practitioners (including several leading physicians and surgeons of the day) wholeheartedly opposed this revolutionary move. It was felt, by them, that the medical profession was in danger of losing control over nursing with the resultant sacrifice of satisfactory patient care. Today, both medical student and nurse training is moving noticeably away from the bedside, an orientation which has added such an important dimension to British medical/nurse training over so many generations. Is this 19th century experience yet another example of history repeating itself in the medical sphere?
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