Learning and unlearning dignity in care: experiential and experimental educational approaches

Richard G. Kyle, Wayne Medford, Julie Blundell, Elaine Webster, Sarah-Anne Munoz, Leah Macaden

Research output: Contribution to journalArticle

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 is 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.
LanguageEnglish
Pages50-56
Number of pages7
JournalNurse Education in Practice
Volume25
Early online date4 May 2017
DOIs
Publication statusPublished - 30 Jul 2017

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Learning
Students
nurse
Nurses
learning
student
Focus Groups
Education
Nursing
nursing
Personhood
education
human dignity
questionnaire
Scotland
role play
empathy
testimony
Curriculum
Group

Keywords

  • nursing
  • human dignity
  • education
  • pedagogy
  • role play
  • nursing students

Cite this

Kyle, Richard G. ; Medford, Wayne ; Blundell, Julie ; Webster, Elaine ; Munoz, Sarah-Anne ; Macaden, Leah. / Learning and unlearning dignity in care : experiential and experimental educational approaches. In: Nurse Education in Practice. 2017 ; Vol. 25. pp. 50-56.
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Learning and unlearning dignity in care : experiential and experimental educational approaches. / Kyle, Richard G.; Medford, Wayne; Blundell, Julie ; Webster, Elaine; Munoz, Sarah-Anne; Macaden, Leah.

In: Nurse Education in Practice, Vol. 25, 30.07.2017, p. 50-56.

Research output: Contribution to journalArticle

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