title: Brain injury rehabilitation settings: a gold mine for student and staff learning.
abstract: This article explores cognitive, psychomotor, and affective learning relative to the professional development of senior nursing students and staff in a long-term brain injury rehabilitation setting. Valuable opportunities for learning exist in this environment. Nursing students acquire a much different perspective toward caring for patients in rehabilitation settings than in acute care; they also gain tremendous opportunities to strengthen the clinical judgement and psychomotor skills applicable to most clinical work environments following graduation. In addition, they assume professional attitudes toward and interest in caring for long-term brain-injured patients as they work closely with expert rehabilitation nurses. When staff nurses interact with students, they receive reciprocal benefits. Staff nurses profit by refining and broadening the scope of their own practice; they also develop a positive self-image and a feeling of pride in their work. More importantly, staff nurses in a long-term brain injury rehabilitation setting regain the feeling that their daily efforts are really worthwhile.
authors.forename: F
authors.initials: F
authors.lastname: Ouellette
authors.forename: D
authors.initials: D
authors.lastname: Ahn
mesh_terms: D001930:Brain Injuries / Q000451:nursing* / Q000534:rehabilitation; D004506:Education, Nursing / Q000379:methods*; D006757:Hospital Units; D006801:Humans; D007858:Learning; D009732:Nursing Care; D009740:Nursing Staff / Q000523:psychology*; D012046:Rehabilitation / Q000193:education* / Q000451:nursing; D013338:Students, Nursing / Q000523:psychology*