High-Level Realism in Simulation: A Catalyst for Providing Intimate Care

Mainey, Lydia; Dwyer, Trudy; Reid‐Searl, Kerry; Bassett, Jennifer

doi:10.1016/j.ecns.2017.12.001

Cited by 18 publications

(29 citation statements)

References 33 publications

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“…However, there are also pedagogical and patient safety arguments for increased use of CSL, considering CSL as a safe space (Hope et al, 2011;Roy, 2014). O'Lynn and Krautscheid (2014) have published an intervention study involving male nursing students, and Australian scholars have discussed the use of lifelike masks (Mainey et al, 2018;McAllister et al, 2013); both studies praise the potential of the CSL as a context for learning to perform quality IC.…”

mentioning

confidence: 99%

Ambiguous socialization into nursing: Discourses of intimate care

Lehn-Christiansen

Holen²

2019

Nurse Education Today

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confidence: 99%

Ambiguous socialization into nursing: Discourses of intimate care

Lehn-Christiansen

Holen²

2019

Nurse Education Today

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“…[13] Chapter 2 (10) pronounces that human dignity must be respected and protected, and section 12 (2) indicates that every person has the right to bodily and psychological integrity. [14] NEIs are responsible for preparing nursing students to provide intimate care, while ensuring that it is done with respect and safeguarding of the dignity and integrity of the patient.…”

Section: Researchmentioning

confidence: 99%

“…[30] The intimate care conflict is assumed to be based on nursing students often not being well prepared to provide intimate care to diverse patients. [14] When providing intimate care, many nursing students experience embarrassment and discomfort. There is also the possibility that intimate care could be misinterpreted as inappropriate or sexual by the patient.…”

Section: Researchmentioning

confidence: 99%

“…Crossan and Mathew [7] indicate that a humanistic form of simulation is needed to facilitate intimate care teaching. Mainey et al [14] used Mask-Ed simulation to facilitate intimate care education. This simulation approach is considered a humanistic form of simulation, as the educator becomes immersed in the teaching session by wearing a silicone mask and body parts, and is thus able to engage with students through the character of a patient.…”

Section: Researchmentioning

confidence: 99%

“…The students experienced both the physical and emotional aspects of providing safe intimate care, they developed confidence and felt more comfortable about providing such care. [4,14] • Nurse educators delivering intimate care knowledge, skills and guidance to nursing students: nurse educators need to be intimate care competent, comfortable and confident. Nurse educators are trained in humanistic simulation of intimate care, such as using Mask-Ed simulation.…”

Section: Researchmentioning

confidence: 99%

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Demystifying sexual connotations: A model for facilitating the teaching of intimate care to nursing students in South Africa

Shakwane

Mokoboto-Zwane

2020

AJHPE

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Intimate care comprises physical touch that involves inspection of, and physical contact with body parts, which can cause embarrassment to the patient and the nurse. [1] It is further described as task-orientated touch to areas of the patient's body that might create feelings of discomfort, anxiety and fear or might be misinterpreted as having a sexual purpose. [2] Patients seek physical or psychological care at healthcare institutions. Nurses provide care that meets the needs of the patient, and these needs may require a nurse to be physically and psychologically close to a patient. This closeness could include exposure of private body parts, touching of the naked body and sharing of intimate information with a total stranger. When providing physical care, touch is necessary and an essential and intrinsic part of a caring profession, [3] as it facilitates communication between the nurse and the patient. The interactions between a nurse and a patient are classified as intimate because they cross the patient's physical and psychological private zones. [4] During intimate care, a nurse and a patient need to establish a relationship in a confined space, where a patient has to allow a stranger to access his/her body's most intimate parts and, in turn, the nurse has to see and touch a body that is not theirs. [5] Touching the patient's body may initiate feelings of discomfort, [3] because the care involves parts of the body that need to be touched. There is reluctance in using the concept 'intimate care' in the nursing profession. This is based on the assumption that establishing an intimate care relationship with a patient is a violation of the personal and professional ethical boundaries between nurse and patient. [6] However, in the execution of their duties, nursing students are expected to touch areas of a patient's body that are considered private and emotionally sensitive. Many nurses are young, inexperienced with regard to social maturity and responsibility, and may struggle to take on the professional responsibility of providing intimate care to diverse patients, who are strangers to them. [7] Professional intimate care responsibility is entrusted to students, and they are expected to excel at it. However, little is known about how nurses learn, rehearse and incorporate appropriate touch strategies, and there is no model for the use of intimate care/touch in a non-sexual context. [1,2] Nursing students also receive limited instruction in this regard from nursing education institutions (NEIs). [8] Young nurses are rudely awakened to the reality of intimate care work once they are placed in the clinical area. At the onset of training, they do not necessarily understand the degree to which nursing care includes intimate care and the discomfort they may experience in such situations. [7] To add to the complexity of this issue, South Africa (SA) is challenged with increased gender-based violence against women and children. [9] Within this context, men and women choose caring careers, such as nursing. The patriarch...

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Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer

Lowell¹,

Tagare²

2023

Computers & Education: X Reality

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High-Level Realism in Simulation: A Catalyst for Providing Intimate Care

Cited by 18 publications

References 33 publications

Ambiguous socialization into nursing: Discourses of intimate care

Ambiguous socialization into nursing: Discourses of intimate care

Demystifying sexual connotations: A model for facilitating the teaching of intimate care to nursing students in South Africa

Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer

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