Writing Therapeutic Letters in Undergraduate Nursing Education: Promoting Relational Skill Development

Abstract

Although therapeutic letters (TLs) have been included in graduate nursing programs, studies have not examined the impact of TLs on the clinical learning of undergraduate students. This qualitative study was part of a larger project that introduced TLs into already established undergraduate clinical courses. Instructors prepared students for writing TLs by discussing their purpose and by providing a relevant article and examples. In all, 74 students participated in 12 focus group interviews. Interviews were audiotaped, professionally transcribed, and analyzed using qualitative description. Results suggest that TLs cultivate rapport building and the development of students' relational skills. Although the assignment promoted clinical learning and reflection on helping relationships for the vast majority of students, a few students treated TLs as an instrumental activity. Implications for educating health professionals are described.

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

“…Earlier authors (Moules & Johnstone, 2010) offered reflections on undergraduate family nursing course content and the impact on practice with families, while Moules and Tapp (2003) highlighted educational opportunities for teaching family care in laboratory experiences. Some authors have described particular educational strategies for teaching family practices, such as supporting families during acute illness (Kantrowitz-Gordon et al, 2013), completing family assessments with senior students (Lee, Leung, LingChan, & Chung, 2010), conducting family interviews using therapeutic conversation (Holtslander et al, 2013), and writing therapeutic letters to develop relational skills and think reflectively about family nursing (Bell, Moules, & Wright, 2009; Erlingsson, 2009; SmithBattle, Leander, Westhus, Freed, & McLaughlin, 2010). Fast Braun, Hyndman, and Foster (2010) reported that the use of family cases embedded across courses allows students to become immersed in the lives of families, helping students view the family as part of an illness experience.…”

Turning a new page: cultural safety, critical creative literary interventions, truth and reconciliation, and the crisis of child welfare

“…Finally, in line with a growing literature about “therapeutic letters,” especially in social engagement professions and as a way for professionals to increase a sense of relational responsibility and empathy toward those who they often have professional power “over” (SmithBattle, Leander, Westhus, Freed, & McLaughlin, 2009), we encourage child-welfare professional development that would include, first, reading and engaging with a number of texts authored by Indigenous writers and, second, the penning of letters to children, youth, and families within MCFD preview that begin conversations about characters and themes learned about by social workers, including themes about strengths and resiliencies of Indigenous peoples and cultures. We suggest further that children and youth in care be invited and supported to write letters (or produce forms of creative documentation) recording their child-welfare realities and their dreams and imaginings of the present-future, recordings that are then read by child-welfare workers.…”

The emotions of graduating medical students about prior patient care experiences

“…The nursing school undergraduate literature supports the effectiveness of letter writing [22]. Further, one author (DS) has noticed that letter writing prevents intellectualization or depersonalization that may develop when asking practicing physicians to write narratively.…”