The use of self ‐ facilitating intraprofessional development in the educational process: part two
| Date | 01 September 2008 |
| DOI | https://doi.org/10.1108/17556228200800019 |
| Pages | 32-38 |
| Published date | 01 September 2008 |
| Author | Debbie Evans |
| Subject Matter | Health & social care |
32
The use of self – facilitating
intraprofessional development in the
educational process: part two
Abstract
This second part of a two-part article is an account of
research that examined the choices that student
nurses made, from an intrapersonal perspective,
when they experienced difficulty putting theory into
practice. Part one focused upon the result of a two
phase research study. Phase one of the research
found that those students who had difficulty
expressing their anger, fear or sadness had greater
difficulty putting theory into practice. This finding
was substantiated as the students who had functional
scores in relation to feeling reactivity, spontaneity,
acceptance of aggression and self-regard, appeared
more able to put theory into practice. Phase two of
the research supported these findings and also that a
peer support group was a useful tool for the
development of the individual nurse and their ability
to underpin their everyday practice with theory.
The second part of the article will focus upon the
integrated model for nurse education from a
behaviour change perspective and the implications this
has for work and education of nurse educationalists.
Key words
use of self; intrapersonal development; attitudes
and values in education; theory practice gap
An integrated model for nurse education
from a behaviour change perspective
The findings discussed in part one led to the development
of a model that indicates that cognitive and affective
development of students are of equal importance and that
they require to be seen as equal partners in the process of
education, which has behaviour change explicitly on the
agenda, enabling the ‘wounded healers’ to become
‘critical thinkers’.
The model synthesised the work of many writers and
stressed the equality and integration of the cognitive and
affective domain (Bloom, 1964a, 1964b) in the process of
education. This approach accepts that intrapersonal
difficulties do contribute to dysfunctional choices (Eales
& Graves, 1995; Scheeles, 1995; Peplau 1992; Barber,
1991; Clarkson, 1989), incorporating the four phases of
behaviour change as advocated by Prochaska et al (1992)
and Peplau’s phases of the therapeutic relationship.
The phases of behaviour change are precontemplation,
contemplation, action and maintenance. These stages are
facilitated within a therapeutic relationship, these being
Peplau’s stages of orientation, identification, exploration
and resolution.
To explain this model in more detail a version of the
unproblematic process is discussed as follows.
The student ‘receives’ the knowledge cognitively and
can bring to mind facts and terminology and because the
student is sensitive to the existence of the knowledge they
are at ‘receiving’. Having achieved ‘comprehension’
cognitively, the student comprehends or understands the
knowledge and can perhaps explain in his/her own words
the knowledge acquired, he/she can be said to be
‘responding’ effectively to the knowledge.
At the stage of ‘application’ and ‘valuing’ the student
applies the knowledge and that knowledge is
demonstrated in their behaviour as that knowledge is
‘valued’. ‘Analysis’ and ‘organisation’ is the stage in which
the student can recognise the relationships between the
knowledge facilitated and can prioritise. Effectively the
student also ‘organises’ and prioritises values. At the stage
of ‘synthesis’ and ‘organisation’, the student cognitively
combines separate pieces of knowledge to make new
understandings. In doing so the student will revisit value
statements and re ‘organise’ his/her value base.
At the stage of ‘evaluation’ and ‘characterisation’, the
evaluation of the new knowledge will take place and it is
Dr Debbie Evans
Head of Community and Social Welfare, University of Worcester
The Journal of Mental Health Training, Education and Practice Volume 3 Issue 3 September 2008 © Pavilion Journals (Brighton) Ltd
To continue reading
Request your trial