2.50
Hdl Handle:
http://hdl.handle.net/10755/304480
Category:
Abstract
Type:
Presentation
Title:
Inoculating Nursing Students for Relational Success
Author(s):
Furlong, Dolores Loretta; Batty, Mary Louise E.; Weaver, Kathryn D.
Lead Author STTI Affiliation:
Non-member
Author Details:
Dolores Loretta Furlong, PhD, RN, MScN, dfurlong@unb.ca; Mary Louise E. Batty, BN, RN, MN, BA; Kathryn D. Weaver, RN, PhD;
Abstract:

Poster presented on: Tuesday, July 23, 2013, Monday, July 22, 2013

The World Health Organization (WHO) identifies mental health for youth as a global priority. As educators of university nursing students, we have witnessed mental and relational tensions amongst young students and faculty within our programs. In an effort to understand these tensions and to foster healthy professional relationships, we have conceptualized the complexity of these interactions as the epidemiological triangle. This metaphor explicates key concepts in the following ways: the host equates to the students and faculty; the agent to the relational tensions; the environment to the classroom/learning culture; and the vector to the living curriculum. As a team of nurse educators concerned about the health of our students, ourselves and the future of our practice, we set about developing strategies to interrupt and redirect the mental health tensions toward a trajectory of mental fitness. To date, successful strategies have included our use of relational ethics-based learning to promote values congruent with responsible and resilient learners and nurse educators. Such strategies draw on Aristotle’s and MacIntyre’s (1981) notions of virtue, Schon and Argyris' (1978) reflective practice and action science method, as well as writings on relational ethics (Austin, 2008; Austin, Park, & Goble, 2008; Bergum & Dossetor, 2005). In this session, we will present case studies outlining our challenges and successes in developing skills of mental fitness, self-care, and resilience.
Keywords:
resilience; mental fitness; nursing students
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.titleInoculating Nursing Students for Relational Successen_GB
dc.contributor.authorFurlong, Dolores Lorettaen_GB
dc.contributor.authorBatty, Mary Louise E.en_GB
dc.contributor.authorWeaver, Kathryn D.en_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsDolores Loretta Furlong, PhD, RN, MScN, dfurlong@unb.ca; Mary Louise E. Batty, BN, RN, MN, BA; Kathryn D. Weaver, RN, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304480-
dc.description.abstract<p>Poster presented on: Tuesday, July 23, 2013, Monday, July 22, 2013</p>The World Health Organization (WHO) identifies mental health for youth as a global priority. As educators of university nursing students, we have witnessed mental and relational tensions amongst young students and faculty within our programs. In an effort to understand these tensions and to foster healthy professional relationships, we have conceptualized the complexity of these interactions as the epidemiological triangle. This metaphor explicates key concepts in the following ways: the host equates to the students and faculty; the agent to the relational tensions; the environment to the classroom/learning culture; and the vector to the living curriculum. As a team of nurse educators concerned about the health of our students, ourselves and the future of our practice, we set about developing strategies to interrupt and redirect the mental health tensions toward a trajectory of mental fitness. To date, successful strategies have included our use of relational ethics-based learning to promote values congruent with responsible and resilient learners and nurse educators. Such strategies draw on Aristotle’s and MacIntyre’s (1981) notions of virtue, Schon and Argyris' (1978) reflective practice and action science method, as well as writings on relational ethics (Austin, 2008; Austin, Park, & Goble, 2008; Bergum & Dossetor, 2005). In this session, we will present case studies outlining our challenges and successes in developing skills of mental fitness, self-care, and resilience.en_GB
dc.subjectresilienceen_GB
dc.subjectmental fitnessen_GB
dc.subjectnursing studentsen_GB
dc.date.available2013-10-22T20:36:51Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:36:51Z-
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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