The ‘difficult’ nurse–patient relationship: Development and evaluation of an e-learning package

Abstract

Nurses in most clinical settings experience difficult 'nurse patient relationships' at various times. Attempts to describe and articulate how to manage such difficult relationships can be found, but often lay blame at the patient level and ultimately leave the nurse less confident to improve patient care. This study uses an action research approach in working with nurses in a generalist setting in developing an educational strategy that helped to improve their knowledge, skills and confidence in working within the 'difficult nurse patient relationship' paradigm. Through the experiential style learning methodology of scenario based learning and applying this via e-learning, an effective educational approach has been developed. Using a quasi-experimental design to evaluate the e-learning package, significant increases in knowledge, skill, confidence and reduced nurse stress as measured on the 'difficult patient stress scale' were shown. This approach allows nurses to reflect on their own behaviour and improve their ability to enhance patient care in difficult to manage nursing care situations.

eSimulation: A novel approach to enhancing cultural competence within a health care organisation

“…(3) Active participation Scenario based eSimulation requires learners to make choices based on their knowledge and to navigate through modules by choosing successful pathways (Brunero and Lamont, 2010). A multi-media web designer with experience in the development of eSimulation tools was engaged throughout the development of the module to ensure high production quality and high interactivity in the final product.…”

Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students

“…For instance, studies investigated whether new educational methods have an impact on motivational variables such as self-confidence and self-efficacy. Comparable research is available in the field of clinical and pharmaco-therapeutic skills of final year medical students (Speechley et al 1993;Dubois et al 2007;Chen et al 2008;Paskins & Peile 2010), family practitioners treating obesity (Katz et al 2005), nurses and medical students caring for difficult patients/situations (Harrell et al 1993;McConville & Lane 2006;Brunero & Lamont 2010) and the development of communication skills in nursing education (Kameg et al 2010). Research is scarce examining the effect of alternative educational methods for consultation skills and the impact on medical students' selfefficacy beliefs.…”

Mental health education programmes for generalist health professionals: An integrative review

“…2008), yet only one study specifically mentions anxiety disorders within their MHEP (Baston & Simms 2002). Despite the lower prevalence of personality disorder, the rationale for its frequency of inclusion in MHEP might lie in the severity and complexity of the disorder itself and the emotions evoked in staff due to the behaviours associated with the disorder (Brunero & Lamont 2010).…”

“…2001). Problem based learning, scenario based learning, a think‐out‐loud procedure, role modelling, rehearsal, and feedback were learning methods used in some of the studies (Brunero & Lamont 2010; McAllister et al . 2009b; Wai‐chi Chan et al .…”

“…2008). In an effort to take the MHEP beyond the local study site, two studies used multimedia applications to deliver their educational material (Brunero & Lamont 2010; Smith et al . 2010).…”