Abstract
Development of an entrepreneurial nursing Module 6 – Chronic patients and citizens in their own homes
We planned Module 6 basing on the ME2-model (Aarhus Universitet) and Skub-metoden (Kirketerp, 2011). The module concerns public health diseases, patients/citizens with chronical diseases and clinical methods for observation and intervention, furthermore the module also focuses on health education activities. The module starts with two weeks of theoretical education followed by 8 weeks, which takes place in health care settings in hospitals and/or community health care centres and involves pregnant women, newborns, children, families and/or elderly citizens. Each week the students evaluate their own performance using the ACT-programme, developed by Kirketerp.
We developed an entrepreneurial module 6 because all of our students already work with entrepreneurship in Module 5, and because we aim for achieving engaged and active students with a high degree of self-efficacy and action competence.
Research verifies that creative work increases the experience of autonomy and stimulates motivation and passion for learning. To understand the meaning is another motivating unit: During the theoretical education, the students work with case studies related to their clinical placements, and during the clinical period the students work in groups with disharmonies, which the students found by themselves. The module is concluded by an internal clinical examination were we also ask our students to reflect on their own flow chart in ACT, which should establish an extern motivation. At last we ask the students to take the next step in their entrepreneurial process, because overcoming something that the students estimate as difficult will improve their own experience of self-efficacy.
We planned Module 6 basing on the ME2-model (Aarhus Universitet) and Skub-metoden (Kirketerp, 2011). The module concerns public health diseases, patients/citizens with chronical diseases and clinical methods for observation and intervention, furthermore the module also focuses on health education activities. The module starts with two weeks of theoretical education followed by 8 weeks, which takes place in health care settings in hospitals and/or community health care centres and involves pregnant women, newborns, children, families and/or elderly citizens. Each week the students evaluate their own performance using the ACT-programme, developed by Kirketerp.
We developed an entrepreneurial module 6 because all of our students already work with entrepreneurship in Module 5, and because we aim for achieving engaged and active students with a high degree of self-efficacy and action competence.
Research verifies that creative work increases the experience of autonomy and stimulates motivation and passion for learning. To understand the meaning is another motivating unit: During the theoretical education, the students work with case studies related to their clinical placements, and during the clinical period the students work in groups with disharmonies, which the students found by themselves. The module is concluded by an internal clinical examination were we also ask our students to reflect on their own flow chart in ACT, which should establish an extern motivation. At last we ask the students to take the next step in their entrepreneurial process, because overcoming something that the students estimate as difficult will improve their own experience of self-efficacy.
| Bidragets oversatte titel | Sundhedsfremme og entreprenørskab i sygeplejerskeuddannelsen |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 29 jan. 2015 |
| Status | Udgivet - 29 jan. 2015 |