|Appears in Collections:||Faculty of Health Sciences and Sport Journal Articles|
|Peer Review Status:||Refereed|
|Title:||A comparison of therapeutic commitment, role support, role competency and empathy in three cohorts of nursing students|
|Citation:||Lauder W, Reynolds W, Smith A & Sharkey S (2002) A comparison of therapeutic commitment, role support, role competency and empathy in three cohorts of nursing students, Journal of Psychiatric and Mental Health Nursing, 9 (4), pp. 483-491.|
|Abstract:||This study investigated the perceptions of students regarding their therapeutic commitment, role competency, role support and empathy towards working with people who have mental health problems. These qualities play a key part in the development of therapeutic relationships, an important goal for working with individuals in most nursing situations. The sample comprised of three cohorts of nursing students undertaking the Diploma in Higher Education (Nursing) in Scotland. There were no significant differences in perceptions of empathy and therapeutic commitment among three cohorts of students, but third year students felt they received less role support than other cohorts. The findings also revealed that preregistration nursing students have perceptions of their role competency and empathic skills which are considerably greater than has been previously reported by registered nurses. The implications of these findings for nurse education are discussed.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.|
|Affiliation:||HS Research - Stirling|
University of Stirling
HS UG Regulated - Stirling
University of Stirling
|Lauder - A comparison of therapeutic commitment etc.pdf||90.23 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.