The Future Nurse - subject or phronimos?

Cook, J., Morrison, L. and Lewitt, M. (2022) The Future Nurse - subject or phronimos? 15th Annual University of Glasgow Learning and Teaching Conference, 29 Mar 2022.

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Abstract

The Standards for Nurse Education published by the Nursing and Midwifery Council (NMC 2018) increased the required clinical skills set for registered nurses, this is reflected in curriculum development and innovation within Higher Education Institutions (HEI), providing nurse education like the Nursing and Health Care School at the University of Glasgow. There are clear expectations on the profession to produce future proof graduates ready adopt advanced practice roles, as further highlighted through the Chief Nursing Officer of Scotland initiative, Transforming Roles (Scottish Government 2017). Teaching and learning for undergraduate student nurses must therefore ensure that graduates develop high level critical thinking skills that align with the Standards and our own institutional graduate attributes. As a result, an increasing focus on phronesis has been apparent over the past decade within nurse education. According to Jenkins, Kinsella, and DeLuca (2019) phronesis is achieved through developing embodiment, open-mindedness, perceptiveness, and reflexivity. Using these concepts alongside a conceptual framework developed during a recent doctoral research study a reality-based model of teaching and learning has been developed by the author. This model places the phronimos within the context of the current reality of neoliberalism, intersectionality, and the Foucauldian concept of governmentality. As such the implementation of this reality-based model has been fundamental in the development and delivery of teaching and learning across a variety of courses within the Bachelor of Nursing (Honours) programme, namely in years 3 and 4 over the past academic year. Using these overarching concepts to frame teaching and learning allows students to begin a journey of Self discovery. Problem-based learning teaching methods are adopted, and students encouraged and expected to complete associated learning activities using the lenses of neoliberalism, intersectionality, and governmentality. As a result, students can view their reality holistically which aligns to person-centred care, the main driver for delivery of care within health and social care across the United Kingdom. This holistic view also allows students to connect with the ongoing challenges within health and social care in relation to resources, systemic racism, whistle blowing and political shifts. Student and staff feedback on this approach to learning and teaching within the Bachelor of Nursing (Honours) programme has been positive however this is anecdotal currently, while awaiting formal evaluation. However, students are challenged at first, particularly with the terminology but this is used consistently throughout teaching and placed within contexts that are relatable for example funding, resources, and regulation. Furthermore, using the concept of intersectionality enables discussions on racism, oppression and discrimination placing these in the context of students own experiences personally and professionally. This also provides opportunities to discuss privilege and allyship within each associated teaching and learning activity. It is anticipated that the results from implementing this model in terms of the Higher Education teaching and learning experience will foster graduate nurses who will be on their way to developing phronesis, moving them from future nurse to future phronimos: a nurse that is ready to deal with the current and ongoing challenges faced by health and social care.

Item Type:Conference or Workshop Item
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Cook, Ms Jane and Morrison, Miss Lindy
Authors: Cook, J., Morrison, L., and Lewitt, M.
College/School:College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing > Nursing and Health Care
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