What Happens When One Teaches or Learns a Family Systemic Approach to Nursing?: Evidence from a Practice-Based Study Involving Instructor, Students and Families in a Clinical Setting

2.50
Hdl Handle:
http://hdl.handle.net/10755/303960
Category:
Abstract
Type:
Presentation
Title:
What Happens When One Teaches or Learns a Family Systemic Approach to Nursing?: Evidence from a Practice-Based Study Involving Instructor, Students and Families in a Clinical Setting
Author(s):
Charron, Danielle; Tranchant, Carole C.
Lead Author STTI Affiliation:
Non-member
Author Details:
Danielle Charron, RN, PhD, danielle.charron@umoncton.ca; Carole C. Tranchant, PhD;
Abstract:

Session presented on: Wednesday, July 24, 2013

Purpose: Current developments in health care encourage nurses and other health professionals to better attend to the health needs of families, as a system of interacting individuals, when one of their relatives requires care. But the art and science of teaching and developing skills in family health care nursing remain understudied and little understood. This study aimed at uncovering how nursing students form their conception and mastery of family nursing, through interactions with instructors and families when a family systemic approach (FSA) is used; and how instructors can support students’ learning and help them integrate FSA in their clinical practice to enhance outcomes.

Methods: One instructor (first author), 12 fourth-year undergraduate students and 12 families (one/student) participated in a qualitative action research conducted in an educational setting involving a university and teaching hospital. Narratives, reflexive analyses and a systemic-constructivist approach were used to provide accounts of participants’ experience in teaching/learning FSA. Instructor and individual students met five times; students and families met three times. Interviews were recorded and transcribed. The instructor reflected on her practice of teaching FSA prior, during and after meeting with students, and documented her reflections. Data were subjected to thematic analysis.

Results: Conceptual categories central to the experience of teaching/learning FSA were identified and used to develop an educational theory that describes how participants co-developed their own mastery of FSA through engaging in four main interacting processes, namely narration, self-dialogue, discordance, creation and co-creation. Each of these interpretive processes is related to principles of clinical intervention, stages of learning and strategies of teaching and learning.

Conclusion: Study findings suggest that specific processes, engaging both self and others in transformational change, come into play when teaching and learning the fundamentals of FSA in nursing care. These new insights provide ways to foster skills development in family caregiving.

Keywords:
Systemic-constructivist perspective and educational theory; Teaching and learning; Family systems approach to nursing
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleWhat Happens When One Teaches or Learns a Family Systemic Approach to Nursing?: Evidence from a Practice-Based Study Involving Instructor, Students and Families in a Clinical Settingen_GB
dc.contributor.authorCharron, Danielleen_GB
dc.contributor.authorTranchant, Carole C.en_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsDanielle Charron, RN, PhD, danielle.charron@umoncton.ca; Carole C. Tranchant, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/303960-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Purpose: </b>Current developments in health care encourage nurses and other health professionals to better attend to the health needs of families, as a system of interacting individuals, when one of their relatives requires care. But the art and science of teaching and developing skills in family health care nursing remain understudied and little understood. This study aimed at uncovering how nursing students form their conception and mastery of family nursing, through interactions with instructors and families when a family systemic approach (FSA) is used; and how instructors can support students’ learning and help them integrate FSA in their clinical practice to enhance outcomes. <p><b>Methods: </b>One instructor (first author), 12 fourth-year undergraduate students and 12 families (one/student) participated in a qualitative action research conducted in an educational setting involving a university and teaching hospital. Narratives, reflexive analyses and a systemic-constructivist approach were used to provide accounts of participants’ experience in teaching/learning FSA. Instructor and individual students met five times; students and families met three times. Interviews were recorded and transcribed. The instructor reflected on her practice of teaching FSA prior, during and after meeting with students, and documented her reflections. Data were subjected to thematic analysis. <p><b>Results: </b>Conceptual categories central to the experience of teaching/learning FSA were identified and used to develop an educational theory that describes how participants co-developed their own mastery of FSA through engaging in four main interacting processes, namely narration, self-dialogue, discordance, creation and co-creation. Each of these interpretive processes is related to principles of clinical intervention, stages of learning and strategies of teaching and learning. <p><b>Conclusion: </b>Study findings suggest that specific processes, engaging both self and others in transformational change, come into play when teaching and learning the fundamentals of FSA in nursing care. These new insights provide ways to foster skills development in family caregiving.en_GB
dc.subjectSystemic-constructivist perspective and educational theoryen_GB
dc.subjectTeaching and learningen_GB
dc.subjectFamily systems approach to nursingen_GB
dc.date.available2013-10-22T20:26:39Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:26:39Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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