t ouchy feely subjects in the large group setting Alexandra Swift What do we mean by touchy feely subjects Communication skills eg Breaking Bad News Spirituality Empathy Grief and Bereavement ID: 424335
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Slide1
Critical Reflections on teaching touchy feely subjects in the large group setting.
Alexandra SwiftSlide2
What do we mean by touchy feely subjects?
Communication skills e.g. Breaking Bad News
Spirituality
Empathy
Grief and Bereavement
(All of which assist the practitioner to deliver care that is both sensitive and therapeutic)Slide3
DriversCompassionate practice is an explicit requirement and a key quality indicator for nursing (DH 2008; NMC 2010)
Compassion in Practice The 6 C’s (Cummings and Bennett, 2012)
Francis Report (2013) emphasises the need for a culture of compassion and caring in nurse recruitment, training and education.
“Culture of Compassionate Care” (DH, 2013)
Patients first and foremostSlide4
NMC Standards 2010
Standard 7 for education- Theory and practice outcomes must ensure that the holistic needs of all patients are met, including the most vulnerable
(
Glasper
, 2010) Slide5
Reactions from people“That’s just not possible!”
“It’s just not teaching!”
“Teaching communication skills to such a large group of students- you’ve got to be kidding!”Slide6
From this…………….
Proficient Practitioner
From this………….Slide7
To this!!............Slide8Slide9
Potential problemsDistressed students
Students unwilling to share their experiences
Students may not engage due to the anonymity of the large group setting
(
Zavertnik
et al 2010.)Slide10
BREAKING BAD NEWSSlide11
My lesson planDiscuss the term breaking bad news
Consequences of poor delivery
Various models of breaking bad news, step by step approaches discussed.
Video
Then, …..Slide12
FORBIDDEN IN LECTURE THEATRE!!
FORBIDDEN IN LECTURE THEATRESlide13Slide14
Support and challenge
Theory (
Daloz
, 1986)Slide15
Community of Practice
(Lave and Wenger, 1991)Slide16
SUPPORTIVE MEASURES
(
Mortiboys
, 2005
(
Fallowfield
, 1993;
Mortiboys
, 2005)
Hazard warning
Person available is students become distressed
Offer support at the end of sessionSlide17Slide18
Contributing FactorsBeing a novice lecturer actually enabled me to empathise more with my students .
Morss
and Murray (2005) report that undergraduates can often relate more to postgraduates than academics.
Group dynamics
Engelmann (2010) refers to the benefits of “nursing” our students when teaching such emotive topics. Slide19
Lessons LearnedWhilst adopting aspects of the palliative care nurse approach, it’s important to also be assertive and have classroom control.
Roving microphone. (so other students can hear the experiences shared)
Also provide students with copies of the models of Breaking Bad News. Ask them to identify and critique the various elements used when watching the video, thus promoting student engagement. Slide20
EngagementThe extent to which students have been required to actively do something with what they have learned will determine how deeply they know it
.
(Brookfield, 2006)
Success of any lecture is measured by the level of student engagement
(
Race and Pickford 2007
)Slide21
(Race, 1993)Slide22
Most importantly,…………
“The best teaching is critically reflective, constant scrutiny of assumptions about learning/conditions fostering learning
”
(Brookfield, 2006)Slide23
Brookfield’s 4 lenses
Autobiographical
The student’s eyes
Colleagues’ experiences
Theoretical literatureSlide24
References
Benner, P. (1982) “From Novice to Expert” American Journal of Nursing, 82
pp
402-407
Brookfield, S. (2006) The Skillful Teacher, San Francisco,
Jossey
- Bass.
Cummings, J. & Bennett, V (2012) Developing the Culture of Compassionate Care. Creating a new vision for Nurses, Midwives and Caregivers, London, The Stationery
Office
Daloz
, L. (1986) “Effective Teaching and Mentoring” San Francisco,
Jossey
Bass.
Department of Health (2008) A High Quality Workforce: NHS next Stage Review, London, DOH.Department of Health (2013) Patients First and Foremost https://www.gov.uk/government/uploads/system/uploads/attachment _ data/file/170701/Patients_First_and_Foremost.pdf (accessed 20 May 2013
)
Engelmann, L. (2010) “Clinical
learning:Do
faculty teach how to learn?” Teaching and Learning in Nursing, 5,
pp
93- 94Slide25
References continuedFallowfield
, L. (1993) Giving sad Bad News, The Lancet, 341, 8843, pp476 -478
.
Francis
, R. (2013) Mid Staffordshire NHS Foundation Trust Public Inquiry. www.midstaffspublicinquiry.com (accessed 20 May 2013)
Glasper
, A. (2010) NMC launches New Standards for undergraduate nurse
programmes
, British Journal of Nursing, 19, 20,
pp
1308-1309
Lave
, J. & Wenger, E. (1991) Situated
learning:Legitimate Peripheral Participation, Cambridge, Cambridge University Press.Maslow, A. (1954) Motivation and Personality, New York, Harper.
Morss
, K. & Murray, R. (2005) Teaching at University: a guide for postgraduates and researchers, London, Sage.
Mortiboys
, A. (2005) Teaching with Emotional Intelligence, London,
Routledge
.
Nursing and Midwifery Council (2010) Standards for pre-registration Nurse Education http://standards.nmc-uk.org/PreRegNursing/statutory/standards/pages/standards.aspx (accessed 20 may 2013)Slide26
References continued
Race
, P.
(1993) "Never Mind the Teaching — Feel the Learning!", Quality Assurance in Education, Vol. 1 ,
2
, pp.40
– 43
Race
, P., & Pickford, R. (2007) Making Teaching Work, London, Sage
.
Zavertnik
, J.E., Huff, T.A., Munro, C.L. (2010) “Innovative approaches to teaching communication skills to Nursing Students” Journal of Nursing Education, 49,2
pp
65-71.