Engaging students and faculty with diverse first-person experiences: Use of an interpretive research group

Research output: Contribution to journalArticle

Abstract

This article is about a teaching strategy that operationalizes an aspect of the National League for Nurses' position statement "Transforming Nursing Education" and the Institute of Medicine's report "Crossing the Quality Chasm." Engaging students with patients'first-person experiences related to health and illness and their experiences with health care can help students learn about the multiplicity of views on experience, help them focus on the patient as an individual, and heed the call for more patientcentered care. This article describes how an interpretive research group can be used to develop these skills by teaching undergraduate nursing students, in a caring, open environment, what life is like from the patient's perspective.

Original languageEnglish (US)
Pages (from-to)572-575
Number of pages4
JournalJournal of Nursing Education
Volume46
Issue number12
StatePublished - Dec 1 2007
Externally publishedYes

Fingerprint

Students
human being
Teaching
nursing
Research
experience
National Academies of Science, Engineering, and Medicine (U.S.) Health and Medicine Division
Group
student
Nursing Students
Nursing Education
teaching strategy
nurse
illness
Nurses
medicine
health care
Delivery of Health Care
Health
health

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Engaging students and faculty with diverse first-person experiences : Use of an interpretive research group. / Shattell, Mona.

In: Journal of Nursing Education, Vol. 46, No. 12, 01.12.2007, p. 572-575.

Research output: Contribution to journalArticle

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