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Creative reflective experience: Prom...

Wilmington University (Delaware).

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Creative reflective experience: Promoting empathy in psychiatric nursing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creative reflective experience: Promoting empathy in psychiatric nursing./
作者:	Webster, Debra.
面頁冊數:	202 p.
附註:	Adviser: Pamela M. Curtiss.
Contained By:	Dissertation Abstracts International69-04B.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3312911
ISBN:	9780549613442

Creative reflective experience: Promoting empathy in psychiatric nursing.
Webster, Debra.

Creative reflective experience: Promoting empathy in psychiatric nursing. - 202 p.

Adviser: Pamela M. Curtiss.

Thesis (Ed.D.)--Wilmington University (Delaware), 2009.

Nursing students enter psychiatric nursing courses with assumptions based upon past experiences that are often negative and in many cases the result of a lack of knowledge about mental illness. Because any negative perception of mentally ill individuals may interfere with the development of a therapeutic relationship, nurse-educators are challenged to provide students with accurate knowledge that addresses stigmatizing beliefs and facilitates the development of the nursing student-client relationship. While traditional teaching methods, including the process recording, are helpful in teaching communication skills, creative reflective activities engage students in a process that changes negative attitudes and promotes empathy as students learn to care for individuals with mental illness.

ISBN: 9780549613442Subjects--Topical Terms:

1017921
Health Sciences, Education.

Creative reflective experience: Promoting empathy in psychiatric nursing.
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100 1 $a Webster, Debra. $3 1064924
245 1 0 $a Creative reflective experience: Promoting empathy in psychiatric nursing.
300 $a 202 p.
500 $a Adviser: Pamela M. Curtiss.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: B, page: 2198.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2009.
520 $a Nursing students enter psychiatric nursing courses with assumptions based upon past experiences that are often negative and in many cases the result of a lack of knowledge about mental illness. Because any negative perception of mentally ill individuals may interfere with the development of a therapeutic relationship, nurse-educators are challenged to provide students with accurate knowledge that addresses stigmatizing beliefs and facilitates the development of the nursing student-client relationship. While traditional teaching methods, including the process recording, are helpful in teaching communication skills, creative reflective activities engage students in a process that changes negative attitudes and promotes empathy as students learn to care for individuals with mental illness.
520 $a This mixed-method study was designed to examine if there were differences in nursing student empathy after a psychiatric nursing clinical experience, and to determine if a creative reflective experience had an impact on the development of nursing student empathy. Seventy-three (73) baccalaureate nursing students who were enrolled in a psychiatric nursing course voluntarily participated in this study. A comparison group of 29 students participated in a four-week creative reflective experience at a psychiatric rehabilitation program during the community psychiatric portion of the 14-week semester. A control group of 44 students did not participate in the creative reflective experience. The Interpersonal Reactivity Index was used to examine differences in nursing student empathy before and after the psychiatric clinical experience for all students and to compare students in the control and comparison group. While trends were noted, there were no statistically significant differences in empathy after a psychiatric clinical experience.
520 $a To further understand how attitudes about mental illness impacted empathy, nursing students' perceptions of mental illness were examined as they participated in the creative reflective experience. In addition, individual interviews were conducted with 14 of the 29 students. Four general themes emerged: (a) having expectations, (b) building relationships, (c) changing perceptions, and (d) gaining understanding through creative projects. Findings suggested that creative reflective assignments engage students in an affective learning process that facilitates a change in perceptions about the mentally ill and promotes empathy.
590 $a School code: 1517.
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