Elderly Clients as Educators

Nursing student–patient relationship: a review of the literature from 1984 to 1998

“…1993, Arnold 1997, Morgan & Sanggaran 1997, Hills 1998). The process whereby students form close relationships with patients is characterized by caring with an attitude of compassion and respect (Gunby 1996, Arnold 1997), seeing patients as individuals and being concerned for their welfare and future (Klisch 1990), a meaningful and special kind of contact with a particular patient (Fagerberg & Ekman 1997), intense feelings in saying goodbye to clients (King et al . 1986, Landeen et al .…”

“…They also like cheerful patients and those who have a positive response to the students’ presence or helping behaviour (Baer & Lowery 1987). Students are less attracted to dependent, impolite patients, who reject the student or the help offered (Baer & Lowery 1987) and patients who feel lonely and depressed (King et al . 1986).…”

“…With young adults, close to the students’ age, there appears to be a need to establish a status gap between the health carer and the patient (Price 1987). Among elderly patients, students seem to enjoy working with clients who are personable, helpful and mentally alert (King et al . 1986), although they state that they would prefer to work with other age groups than the elderly in the future (Ganong et al .…”

“…Dealing with members of the opposite sex, particularly looking after a patient’s hygiene and seeing them nude, sometimes involves feelings of embarrassment, which can result in students treating these patients as types rather than individuals (Seed 1995, Cooke 1996). Students often become nervous and uncomfortable when asking personal or sexual questions, dealing with physical disabilities and separating the social from the therapeutic in a relationship (King et al . 1986).…”

“…Introducing oneself to the client and having an informal discussion with her or him can also help students in their interpersonal communication with clients (Cooke 1996). Receiving positive feedback, learning from the elderly, and the enjoyment of doing things and experiencing success can make students feel good and allow them to experience themselves as real nurses (King et al . 1986).…”