Abstract
Rationale:
Communication is central to effective, safe, patient-centred and compassionate nursing practice. While communication is considered as vital to nursing practice as oxygen is to life, consensus about the essential core communication skills that nursing students require, remains elusive. Variable standards exist internationally about nurses’ communication skills. Many communicative actions are embedded in interventions such as health teaching, assessments and decision-making activities with patients or taught as if nurses carry out the communicative act in a silo. Nurse educators are challenged to facilitate communication education to meet practice realities that require affective and cognitive engagement, often in dynamic and unpredictable in-the moment contexts. For students, the transfer of communication skills learned in classroom or lab settings is frequently challenging, unobserved, set apart from and secondary to, valued tangible organizational outcomes such as task efficiency and patient safety. Education for core communication skill development must address the particular and contextual, beyond oncology and palliative care where most communication education is focused.
In this workshop we invite exploration, lively dialogue and re-imagining about how nurses’ core communication education can be improved for real world practice.
Learning objectives:
1) Explore, make visible and articulate core CS for nurses’ professional practice and the implications for curriculum.
2) Identify barriers to application of effective CS in varied clinical contexts
3) Identify radical possibilities for education and research priorities needed to transform education for nurses’ communication skill development.
Teaching methods:
Short didactic presentation, group work and discussions
Evaluation of outcomes for participants:
Participants will gain ideas and inspiration to support teaching and curriculum development that addresses particular nurse-sensitive communication contexts.
We will invite participants to participate in ongoing work in the EACH nursing SIG.
Preferred maximum number of participants:
35
0:00 – 0:15 Welcome and short didactic presentation
0:15 – 0:45 Participants will be invited to work in small groups to identify core nurses-sensitive communication issues
0:45 – 1:10 Group work to articulate priority regarding communication skills and barriers to learning and enacting in practice
1:10- 1:25 Large group activity to imagine and identify key directions for teaching, learning and research to optimize nurses’ undergraduate communication education
1:25 – 1:30 Summary and evaluation
Communication is central to effective, safe, patient-centred and compassionate nursing practice. While communication is considered as vital to nursing practice as oxygen is to life, consensus about the essential core communication skills that nursing students require, remains elusive. Variable standards exist internationally about nurses’ communication skills. Many communicative actions are embedded in interventions such as health teaching, assessments and decision-making activities with patients or taught as if nurses carry out the communicative act in a silo. Nurse educators are challenged to facilitate communication education to meet practice realities that require affective and cognitive engagement, often in dynamic and unpredictable in-the moment contexts. For students, the transfer of communication skills learned in classroom or lab settings is frequently challenging, unobserved, set apart from and secondary to, valued tangible organizational outcomes such as task efficiency and patient safety. Education for core communication skill development must address the particular and contextual, beyond oncology and palliative care where most communication education is focused.
In this workshop we invite exploration, lively dialogue and re-imagining about how nurses’ core communication education can be improved for real world practice.
Learning objectives:
1) Explore, make visible and articulate core CS for nurses’ professional practice and the implications for curriculum.
2) Identify barriers to application of effective CS in varied clinical contexts
3) Identify radical possibilities for education and research priorities needed to transform education for nurses’ communication skill development.
Teaching methods:
Short didactic presentation, group work and discussions
Evaluation of outcomes for participants:
Participants will gain ideas and inspiration to support teaching and curriculum development that addresses particular nurse-sensitive communication contexts.
We will invite participants to participate in ongoing work in the EACH nursing SIG.
Preferred maximum number of participants:
35
0:00 – 0:15 Welcome and short didactic presentation
0:15 – 0:45 Participants will be invited to work in small groups to identify core nurses-sensitive communication issues
0:45 – 1:10 Group work to articulate priority regarding communication skills and barriers to learning and enacting in practice
1:10- 1:25 Large group activity to imagine and identify key directions for teaching, learning and research to optimize nurses’ undergraduate communication education
1:25 – 1:30 Summary and evaluation
| Bidragets oversatte titel | Kommunikationscurriculum i sygeplejerskeuddannelsen: Abstract for workshop |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | sep. 2022 |
| Status | Udgivet - sep. 2022 |
| Begivenhed | International Conference on Communication in Healthcare 2022 - Caledonian University, Glasgow, Storbritannien Varighed: 6 sep. 2022 → 9 sep. 2022 Konferencens nummer: 2022 https://each.international/eachevents/conferences/icch-2022/ |
Konference
| Konference | International Conference on Communication in Healthcare 2022 |
|---|---|
| Nummer | 2022 |
| Lokation | Caledonian University |
| Land/Område | Storbritannien |
| By | Glasgow |
| Periode | 06/09/22 → 09/09/22 |
| Internetadresse |
Emneord
- Uddannelse, professioner og erhverv
- Kompetenceudviklingsbehov
- Sygeplejerskeuddannelse
- curriculum
- kommuniation