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Integrating the fundamentals of care framework in baccalaureate nursing education: An example from a nursing school in Denmark
Author(s) -
Voldbjerg Siri Lygum,
Laugesen Britt,
Bahnsen Iben Bøgh,
Jørgensen Lone,
Sørensen Ingrid Maria,
Grønkjær Mette,
Sørensen Erik Elgaard
Publication year - 2018
Publication title -
journal of clinical nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.94
H-Index - 102
eISSN - 1365-2702
pISSN - 0962-1067
DOI - 10.1111/jocn.14354
Subject(s) - nursing , nurse education , context (archaeology) , nursing process , nursing theory , process (computing) , nursing care , health care , team nursing , workload , relevance (law) , conceptual framework , work (physics) , medicine , psychology , medical education , medline , sociology , computer science , mechanical engineering , paleontology , social science , engineering , political science , operating system , law , economics , biology , economic growth
Aims and objectives To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. Background Nursing education plays an essential role in educating nurses to work within healthcare systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students’ understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. Design and methods Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education. Results The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case‐based work and simulation laboratory in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence‐based integrative patient care and challenges such as scepticism among the faculty are discussed. Conclusion It is suggested how integration of Fundamentals of Care Framework in lectures, case‐based work and simulation laboratory can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence‐based practice. The process relies on a supportive context, a well‐informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated. Relevance to clinical practice Integrating the Fundamentals of Care framework can support nursing students’ critical thinking and reflection on what fundamental nursing care is and requires and eventually educate nurses in providing evidence‐based fundamental nursing care.