NURSING RELATIONAL LAB: Critical and Dialogic Education Programme
Author(s):
Sergio Soares (presenting / submitting) Ana Torres Margarida Ferreira
Conference:
ECER 2016
Network:
22. Research in Higher Education
Format:
Paper

Session Information

22 SES 04 E, Learning and Instruction: New perspectives

Paper Session

Time:
2016-08-24
09:00-10:30
Room:
NM-F106
Chair:
Sofia Lurdes Rosas Silva

Contribution

The development of relational skills is a complex and demanding process. Following the introduction of new teaching and learning strategies in Nursing Degree Course developed the Nursing Relational Laboratory, which makes use of sign language, drama and analysis of emotions through facial expressions to the development of relational skills. With the support of the Portuguese Calouste Gulbenkian Foundation, is an ongoing investigation action with the first-year students of the Bachelor of Nursing.

Collaborate on the development of relational skills of students in the Bachelor of Nursing through active pedagogical action that instrumental and interactional communication. Develop innovative teaching and learning strategies based on drama, sign language and analysis of facial expressions of emotions, for the development of relational skills of students. The project aims to analyze the impact of strategies to use of self and hetero performances by autoscopy.

Our research question is:

Are usual educational strategies of nursing teachers, proper to develop relational and communicational skills of students, future nurses?

The main goal is:

  • Introducing learning communication and relational skills in the core disciplines of the1st year Bachelor of Nursing with the feature: Sign Language, Facial Expressions Analysis and Acting.

The specifique goaals are: 

  • interpreting the relational strategies used by the student in the context of interaction between nurse / user / family ( significant other ) and multidisciplinary team
  • develop knowledge mobilization strategies on : Portuguese sign language , voice intonation, drama , analog and digital language and resort to straight and self assessment of performance using the autoscopy 
  • analyze the impact of this strategy on relational performance in clinical teaching.


II IDENTIFICATION OF ENTITIES PARTNERS : OPORTO THEATRE ACADEMY - Prof. Pedro Graça (Liability of this entity in the project : scientific and educational support in the field of drama and autoscopy); OPORTO DEAF ASSOCIATION - Prof. Anabela Baltazar (Liability of this entity in the project : scientific and educational support in the area of ​​Portuguese sign language for hearing community); 
FACIAL EXPRESSION LABORATORY ( FERNANDO PESSOA UNIVERSITY- PORTO ) - Professor Freitas- Magalhães (Liability of this entity in the project : scientific and educational support in the area of ​​analysis of emotions);  MANCHESTER METROPOLITAN UNIVERSITY - Prof. Clive Parkinson (Liability of this entity in the project : scientific and educational support in the area of ​​laboratory organization).


The research line is focused in the area of health education , engaging in the study of problems involving all components of the education process in the light of constructivist paradigm of Lev Vygotsky and Paulo Freire. 
Develops a comprehensive and systematic work of reflection, investigation and intervention , directing his interest to all components of the educational process such as: pedagogical relationship ; syllabus ; teaching methods and techniques, students, teachers and resources ( material and organizational ) , with a view to promoting scientific knowledge in this area .

Method

In the case of a study in the social sciences choice should be research - action methodology. It is intended to improve the practices by changing and learning starting from the consequences of a spiral cycle: planning, action, observation and reflection. The actors are 42 students of 1st year nursing degree. They are used three sessions autoscopy as a way to realize the stage of the students within the relational skills. Resorted to a control group consisting of 10 students who completed the 1st year of the same degree last year. It uses the descriptive analysis and content of autoscopy, together with the following assessment tools : Interpersonal Relationships Inventory; Emotional thermometers, the Patient Health Questionnaire - PHQ -9, Assertiveness Questionnaire and the General Perceived Self-Efficacy Scale; Current Course evaluation and Teachers Satisfaction Questionnaire. After the project's establishment began consulting the regents of 8 courses to contribute a certain number of hours allocated to the development of relational skills that were a total of 75. This information was accompanied by the content, objectives, strategies and assessment used. Constituted one of the course organizer who called the LRE. Students signed a "Letter of Commitment" to defend the ethical principles of research. The first autoscopy were analyzed in the light of a pre-defined grid. There are differences between autoscopy of students in the control group and those who started the first year of the course. It is they conducted further conceptual framework of activities and looking for other experiences like that, particularly with a visit to Manchester Metropolitan University.

Expected Outcomes

The first results indicate strong support of students with low absenteeism rate of the Term sessions unlike what occurred in previous years in courses although they know of no obligation. On stage the work of the professional future nurse are real scenarios that require concentration, word memorization, emotion, body language, clear language and timing of the various participants, all of them supported by adequate scientific knowledge. The use of role play, the sign language, the autoscopy and interpretation of some emotions, gives the student the capacity to act on changes that are experienced by users of health services. It is believed that with this project on the ground, there will be an added value not only in relational capabilities given by the themes of drama, analysis of emotional expressions, and other digital and analog languages, as well as a broad knowledge of the world around and is part of professional lives of future nurses.

References

Abreu, W. (2001). Identidade, formação e trabalho: das culturas locais às estratégias identitárias dos enfermeiros (estudos multicasos). Coimbra: Formasau. Adler, S. (2010). Técnica de Representação Teatral. Rio de Janeiro: Civilização Brasileira. Afonso, C. (2007). Reflexões sobre a Surdez: A Problemática Específica da Surdez. A Educação de Surdos. Vila Nova de Gaia: Edições Gailivro. Arveklev, S. H., Wigert, H., Berg, L., Burton, B., & Lepp, M. (2015). The use and application of drama in nursing education — An integrative review of the literature. Nurse Education Today, 35(7), e12-7. doi:10.1016/j.nedt.2015.02.025 Bridges, C. (2008). Loudmouth: theatre in education. British Journal Of School Nursing, 3(6), 287-289. Freitas-Magalhães, A. (2007). A psicologia das emoções: O fascínio do rosto humano. Porto: Edições Universidade Fernando Pessoa. Freitas-Magalhães, A. (Ed.). (2009). Emotional Expression: The Brain and The Face (Vol.1). Porto: Edições Universidade Fernando Pessoa. Goodwin, J., & Deady, R. (2013). The Art of Mental Health Practice: The Role of Drama in Developing Empathy. Perspectives In Psychiatric Care, 49(2), 126-134. doi:10.1111/ppc.12004 Meleis, A. (2007). Theoretical Nursing: development and progress. 4ª Ed. Philadelphia: Lippincott William & Wilkins. Muñoz-Pino, I. P. (2014). Experience of nursing students upon their first care encounter with terminally ill patients. Investigacion & Educacion En Enfermeria, 32(1), 87-94. Schlairet, M. C., Schlairet, T. J., Sauls, D. H., & Bellflowers, L. (2015). Cognitive Load, Emotion, and Performance in High-Fidelity Simulation Among Beginning Nursing Students: A Pilot Study. Journal Of Nursing Education, 54S5-s11. doi:10.3928/01484834-20150218-10 Soares, S. M., de Medeiros, F. P., Silva, L. B., & Silva, P. B. (2011). The theatre in focus: a ludic strategy for educational work in the family health [Portuguese]. Anna Nery School Journal Of Nursing / Escola Anna Nery Revista De Enfermagem, 15(4), 818-824. Welch, T., & Welch, M. (2008). Dramatic insights: a report of the effects of a dramatic production on the learning of student nurses during their mental health course component [corrected] [published erratum appears in INT J MENT HEALTH NURS 2008 Dec;17(6):453]. International Journal Of Mental Health Nursing, 17(4), 261-269. Wilhelm, D., & Zlotnick, C. (2014). Nursing Students in a Global Learning Environment: Creative Teaching Methods on Culture, Emotion, and Communication. Journal Of Transcultural Nursing, 25(3), 296-302. doi:10.1177/1043659613508785

Author Information

Sergio Soares (presenting / submitting)
escola superior de enfermagem da cruz vermelha portuguesa
LRE
Oliveira de Azemeis
Ana Torres
escola superior de enfermagem da cruz vermelha portuguesa, Portugal
Margarida Ferreira
escola superior de enfermagem da cruz vermelha portuguesa, Portugal

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