Participatory action inquiry using baccalaureate nursing students: The inclusion of integrative health care modalities in nursing core curriculum

Chan, Roxane Raffin; Schaffrath, Michelle

doi:10.1016/j.nepr.2016.12.003

Cited by 10 publications

(11 citation statements)

References 34 publications

(27 reference statements)

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“…Studies exploring the inclusion of holistic and complementary therapy content for self-care in health care curricula have reported effects such as enabling students to find ways of handling stress and supporting the health of self and others (Booth-Laforce et al, 2010; Capp & Williams, 2012; Chann & Schaffrath, 2017; Cino, 2016; Horneffer, 2006; Kreitzer et al, 2008; Little, 2013; Moore, 2010; Padykula, 2017; Prasad et al, 2016; Riley & Yearwood, 2012; Rosenweig et al, 2009; Van der Riet, Francis, & Levett-Jones, 2011; Warnecke et al, 2011). These findings support the creation of nonelective nursing courses that directly address self-care strategies for students and that have dedicated space in nursing curricula.…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

Kinchen

Loerzel

2018

J Holist Nurs

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Section: Discussionmentioning

confidence: 99%

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

Kinchen

Loerzel

2018

J Holist Nurs

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“…En la presente investigación, los estudiantes narraron que participar en un curso que se fundamenta en las MAC les permitió tomar conciencia de la forma en como llevaban su propio autocuidado y, a su vez, trasformar una intervención de aprendizaje cognitivo-emocional en una instancia de crecimiento personal. Frente a la búsqueda de estudios que develaran el significado de aprendizaje de cursos o programas sobre MAC, la evidencia encontrada mostró investigaciones centradas más bien en describir los conocimientos, aptitudes y opiniones sobre las MAC en estudiantes de enfermería o en evaluar los aprendizajes cognitivos frente a la formación de algunas terapias en particular (18,29,30) . En este sentido, la más estudiada es el mindfulness, en el cual los resultados mostraron cambios en la concentración, autoeficacia, empatía y autorregulación, habilidades necesarias para una práctica segura de enfermería (31,32) .…”

Section: Discussionunclassified

Integración De Las Terapias Complementarias en La Formación De Enfermería: Percepción De Los Estudiantes

et al. 2020

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Objetivo: Comprender el significado que tiene para estudiantes de pregrado de enfermería el realizar un curso en base a las prácticas complementarias. Metodología: Investigación cualitativa descriptiva en base al análisis de contenido temático de Krippendorff. Se realizó un cuestionario de autorreporte a 80 estudiantes de enfermería, quienes participaron del curso optativo “Cuidados Complementarios en Salud”, entre los años 2014 y 2018, donde se preguntó: “¿qué significó para ti participar en un curso en base a las terapias complementarias?”. Las narrativas transcritas literalmente fueron sometidas a un análisis de contenido cualitativo inductivo por los investigadores, develando las categorías tras su saturación. Resultados: Los significados que los estudiantes le atribuyen a su participación en el curso son: Expandir mi conocimiento sobre las terapias complementarias, Tomar conciencia de nuestra vida, Ser una instancia de crecimiento personal, Considerar la incorporación de las terapias complementarias en enfermería y Valorar la integralidad de las medicinas. Conclusiones: El curso les permitió a los estudiantes tomar conciencia de su propio autocuidado y transformar la experiencia en una instancia de crecimiento personal. Además, los estudiantes consideran necesario aprender sobre las terapias complementarias en pregrado y así adquirir herramientas que les permitan integrar ambas medicinas para el cuidado de la persona y comunidad.

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“…Examples of complementary alternative therapies (CAT) include aromatherapy, reflective journaling, foot reflexology, positive affirmations and breathing for sleep. Chan and Schaffrath () applied participatory action enquiry using baccalaureate nursing students and use of integrative healthcare modalities in a nursing core curriculum. In their study that lasted over a period of two semesters, two cohorts (cohort 1‐26/60; cohort 2‐20/60) participated.…”

Section: Introductionmentioning

confidence: 99%

Teaching accelerated nursing students’ self‐care: A pilot project

Green

2019

Nursing Open

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AimA benchmark of 4 has been determined for the reduction of self‐reported stress by nursing students’ status post 5 weeks of holistic educational activities and interventions provided by a nurse educator.DesignProvision 5 in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements emphasizes the duty of the nurse to not only promote the health and safety of others, but to self as well (ANA, 2015, Code of ethics with interpretive statements, http://Nursebooks.org). A self‐care for nurses’ pilot project was trialled with 25 accelerated nursing students over the course of 5 weeks. Holistic education programmes were facilitated by a nurse educator uninvolved in providing clinical or classroom education to the students.MethodsThe Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines are used in this pilot project as a framework to explore standardization of education of nursing students about self‐care in nursing programmes and to promote positive health behaviours and student nurses’ insight into how nurses’ self‐care can have an impact on patient outcomes. The self‐care pilot project introduced the importance of self‐care for the pre‐licensure nursing student by teaching healthy eating, physical exercise, the value of sleep, use of positive affirmations and aromatherapy to a cohort of accelerated nursing students over the course of 5 weeks. The Star Model of Knowledge Transformation was the theoretical framework for the pilot study. Two questionnaires were used by the principal investigator to obtain participant data, the Project Participant Questionnaire and the Final‐Year Group Questionnaire.ResultsOn completion of the self‐care for nurses’ pilot, the nursing students reported a reduction in stress and an increased ability to cope with stress after exposure to different holistic stress reduction strategies. An average benchmark of 4.36 was achieved indicating that the nursing students’ self‐care had improved status post the interactive teaching intervention.Self‐care taught to pre‐licensure nursing students by nurse educators can enhance their self‐awareness of the importance of stress reduction and care of themselves while enduring the academic rigour and simultaneous clinical practicum experiences in nursing programmes.Applying self‐care behaviours to reduction of stress for nursing students may be of benefit to of students as they transition from the pre‐licensure to graduate nurse roles. Hence, teaching health behaviours that are self‐protective and contribute to maintaining safe clinical environments for nurses and the patients in their care.

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Participatory action inquiry using baccalaureate nursing students: The inclusion of integrative health care modalities in nursing core curriculum

Cited by 10 publications

References 34 publications

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

Integración De Las Terapias Complementarias en La Formación De Enfermería: Percepción De Los Estudiantes

Teaching accelerated nursing students’ self‐care: A pilot project

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