Varshika M Bhana1. 1. Department of Nursing Science, University of Pretoria, HW Snyman Building, Room 8-28, Gezina, Pretoria 0001, South Africa. Electronic address: varshika.bhana@up.ac.za.
Abstract
BACKGROUND: Student nurses require training in the development of the interpersonal skills that are required for therapeutic nurse-patient relationships. This training should be provided within the basic education of nurses in a higher education institution. As the birth years of Generation Y range from the early 1980s to the late 1990s this generation is of the age group that enrols in higher education institutions. The unique learning needs of this generation necessitate a review of teaching strategies used in the development of interpersonal skills. OBJECTIVES: The aim of this study is to present a literature review on the significance and development of interpersonal skills in Generation Y nursing students through nursing education. METHODOLOGY: Literature searches were conducted on databases-with the use of Cumulative Index of Nursing and Allied Health (CINAHL), Clinical key, PubMed and Google Scholar-using specific keywords and a timeframe of 2005 to 2013. All relevant articles were read critically. FINDINGS: Interpersonal skills are at the core of the nurse-patient relationship. Meaningful interaction is recognised in Swanson's theory of "informed caring". Debates, case studies, role-playing, storytelling, journaling, simulations and web page links to audio and video clips are some of the teaching strategies which can develop the interpersonal skills needed for meaningful interactions. CONCLUSION: Teaching strategies embedded in the deconstruction pedagogies stimulate critical, analytical thinking through methods which complement the unique learning styles of Generation Y learners.
BACKGROUND: Student nurses require training in the development of the interpersonal skills that are required for therapeutic nurse-patient relationships. This training should be provided within the basic education of nurses in a higher education institution. As the birth years of Generation Y range from the early 1980s to the late 1990s this generation is of the age group that enrols in higher education institutions. The unique learning needs of this generation necessitate a review of teaching strategies used in the development of interpersonal skills. OBJECTIVES: The aim of this study is to present a literature review on the significance and development of interpersonal skills in Generation Y nursing students through nursing education. METHODOLOGY: Literature searches were conducted on databases-with the use of Cumulative Index of Nursing and Allied Health (CINAHL), Clinical key, PubMed and Google Scholar-using specific keywords and a timeframe of 2005 to 2013. All relevant articles were read critically. FINDINGS: Interpersonal skills are at the core of the nurse-patient relationship. Meaningful interaction is recognised in Swanson's theory of "informed caring". Debates, case studies, role-playing, storytelling, journaling, simulations and web page links to audio and video clips are some of the teaching strategies which can develop the interpersonal skills needed for meaningful interactions. CONCLUSION: Teaching strategies embedded in the deconstruction pedagogies stimulate critical, analytical thinking through methods which complement the unique learning styles of Generation Y learners.
Authors: Lorena Gutiérrez-Puertas; Verónica V Márquez-Hernández; Vanesa Gutiérrez-Puertas; Genoveva Granados-Gámez; Gabriel Aguilera-Manrique Journal: Int J Environ Res Public Health Date: 2020-03-26 Impact factor: 3.390