Integrating self-care into nursing education.
The didactic and clinical components of the mental health curriculum content within a school of nursing in the southeastern United States were revised to integrate a self-care focus. The major learning modalities used were group process dynamics and a structured psychoeducation approach. A six-hour per quarter credit course was divided into three parts: theory, laboratory, and clinical. Students averaged 3 hours in class, 2 hours in a simulated college laboratory, and 7 hours at a clinical site per week for one quarter. Theoretical concepts were taught during class time; self-care activities and concepts were taught in the college laboratory; and clinical time was devoted to practicing self-care through patient-nurse interactions and group work. Nurse educators may use this study to guide curriculum development in fostering caring models of nursing education.
Meadows
L C
LC
Southern Union State Community College, Department of Nursing, Opelika, Alabama, USA.
D000328:Adult; D003479:Curriculum; D004506:Education, Nursing / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D012648:Self Care; D015144:Southeastern United States