Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25347
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: Learning and unlearning dignity in care: Experiential and experimental educational approaches
Authors: Kyle, Richard
Medford, Wayne
Blundell, Julie
Webster, Elaine
Munoz, Sarah Anne
Macaden, Leah
Contact Email: leah.macaden@stir.ac.uk
Keywords: Human dignity
Nursing students
Nursing education
Role play
Testimony
Experience
Issue Date: Jul-2017
Citation: Kyle R, Medford W, Blundell J, Webster E, Munoz SA & Macaden L (2017) Learning and unlearning dignity in care: Experiential and experimental educational approaches, Nurse Education in Practice, 25, pp. 50-56.
Abstract: Guarding against loss of human dignity is fundamental to nursing practice. It is assumed in the existing literature that ‘dignity’ as a concept and ‘dignity in care’ as a practice in amenable to education. Building on this assumption, a range of experiential and experimental educational approaches have been used to enhance students' understanding of dignity. However, little is known about student nurses' views on whether dignity is amenable to education and, if so, which educational approaches would be welcomed. This mixed-methods study used an online questionnaire survey and focus groups to address these questions. Student nurses in Scotland completed online questionnaires (n=111) and participated in focus groups (n=35). Students concluded that education has transformative potential to encourage learning around the concept of dignity and practice of dignity in care but also believed that dignity could be unlearned through repeated negative practice exposures. Experiential and experimental educational approaches were welcomed by student nurses, including patient testimony, role-play, simulation, and empathy exercises to step into the lives of others. Nurse educators should further integrate experiential and experimental educational approaches into undergraduate and postgraduate nursing curricula to guard against the loss of learning around dignity students believed occurred over time.
DOI Link: http://dx.doi.org/10.1016/j.nepr.2017.05.001
Rights: Author's Accepted Manuscript: This item has been embargoed for a period. During the embargo 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. Accepted refereed manuscript of: Kyle R, Medford W, Blundell J, Webster E, Munoz SA & Macaden L (2017) Learning and unlearning dignity in care: Experiential and experimental educational approaches, Nurse Education in Practice, 25, pp. 50-56. DOI: 10.1016/j.nepr.2017.05.001 © 2017, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
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