Integrating the Fundamentals of Care framework in baccalaureate nursing education: an example from a Nursing School in Denmark

Siri Lygum Voldbjerg, Britt Laugesen, Iben Bøgh Bahnsen, Lone Jørgensen, Ingrid Maria Sørensen, Mette Grønkjær, Erik Elgaard Sørensen

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

Abstract

Background
Nursing education plays an essential role in educating nurses to work within health care systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students’ understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark.

Design and methods
Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education.

Results
The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case‐based work and simulation lab in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence‐based integrative patient care and challenges such as skepticism among the faculty are discussed.

Conclusion
It is suggested how integration of Fundamentals of Care Framework in lectures, case‐based work and simulation lab can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence‐based practice. The process relies on a supportive context, a well‐ informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated.
OriginalsprogEngelsk
TidsskriftJournal of Clinical Nursing
Vol/bind27
Udgave nummer11-12
Sider (fra-til)2506-2515
Antal sider10
ISSN0962-1067
DOI
StatusUdgivet - 25 mar. 2018

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