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The use of self ‐ facilitating intraprofessional development in the educational process: part two

The use of self ‐ facilitating intraprofessional development in the educational process: part two This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training Education and Practice Emerald Publishing

The use of self ‐ facilitating intraprofessional development in the educational process: part two

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References (4)

Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
1755-6228
DOI
10.1108/17556228200800019
Publisher site
See Article on Publisher Site

Abstract

This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.

Journal

The Journal of Mental Health Training Education and Practice – Emerald Publishing

Published: Sep 1, 2008

Keywords: Use of self; Intrapersonal development; Attitudes and values in education; Theory practice gap

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