Humor as a teaching tool. Use in psychiatric undergraduate nursing.
The research and anecdotal literature has suggested therapeutic humor is beneficial in the treatment relationship between nurse and patient; however, the potential effects of therapeutic humor between students and faculty have largely been overlooked. The literature has substantiated that a positive rapport between teacher and student facilitates improved student performance during the clinical experience. The author posits that a teacher's skillful use of humor can be an effective means of establishing and maintaining rapport with a student during potentially stressful clinical experiences. This article discusses the use of appropriate humor and how humor can be leveraged for effective academic and clinical instructional purposes, particularly in high-stress, high-demand settings. The article reflects on the potential for misinterpretation of humor, urging careful consideration of the context for its use.
Chiarello
Michael A
MA
Department of Community and Mental Health Nursing, Stony Brook University School of Nursing, Stony Brook, NY 11794-8240, USA. Michael.Chiarello@Stonybrook.edu
D000328:Adult; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D007318:Inservice Training; D008297:Male; D008611:Mentors; D008875:Middle Aged; D009723:Nurse-Patient Relations; D011568:Psychiatric Nursing / Q000193:education*; D013663:Teaching; D014925:Wit and Humor as Topic; D055815:Young Adult