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Related Experiment Videos

Creative nursing: processive care and more?

M Skeet, R Thompson

    Journal of Advanced Nursing
    |January 1, 1985
    PubMed
    Summary
    This summary is machine-generated.

    University of Cape Town nursing curriculum revision identified a gap between personal qualities and professional practice. A revised educational program emphasizes real-world experience before hospital training to enhance nursing science as an art.

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    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Healthcare Professional Training

    Background:

    • Final year nursing students at the University of Cape Town exhibited excellent personal qualities not translated into professional hospital practice.
    • The existing Bachelor of Science (Nursing) curriculum was found to neglect students' innate abilities like common sense, logic, and life experience.
    • Early exposure to hospital wards as the primary clinical learning area disconnects nursing students from the realities of daily living and individualized patient care.

    Purpose of the Study:

    • To critically evaluate and radically revise the BSc (Nursing) curriculum at the University of Cape Town.
    • To address the disconnect between nurses' personal attributes and their application in professional practice.
    • To propose an innovative educational model that integrates real-world experiences into nursing training.

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    Main Methods:

    • Analysis of final year nursing students' practical application of personal qualities in clinical settings.
    • Review of the existing nursing curriculum's educational approach and its impact on student learning.
    • Development and initial implementation of an experimental, staged learning curriculum.

    Main Results:

    • The current curriculum fails to leverage students' inherent strengths and life experiences.
    • Hospital wards as initial clinical sites lead to a detachment from holistic patient care.
    • A staged learning approach, starting with community-based care, is proposed as a more effective model.
    • The traditional nursing process may stifle creativity, suggesting a need for its further development.

    Conclusions:

    • A radical curriculum revision is necessary to bridge the gap between personal qualities and professional nursing practice.
    • Integrating real-world experiences and community-based learning prior to hospital exposure is crucial for holistic nursing education.
    • Rethinking the nursing process is essential for fostering creativity and advancing nursing science as an art.