Caring and Communicating: Facilitators’ Manual: The Interpersonal Relationship in Nursing

160 Pages·1991·12.034 MB·English

by  Paul Morrison, Philip Barnard (auth.)

CARING AND COMMUNICATING:
FACILITATORS' MANUAL
The Interpersonal Relationship in Nursing
Paul Morrison
Pbi6p Burnard
Lecturers in Nursing Studies
University of Wales College of Medicine, Cardiff
M
MACMILLAN
©Paul Morrison and Philip Burnard 1991
No paragraph of this publication may be reproduced, copied or
transmitted save with written permission or in accordance with
the provisions of the Copyright, Designs and Patents Act 1988,
or under the terms of any licence permitting limited copying
issued by the Copyright Licensing Agency, 90 Tottenham Court
Road, London WI P 9HE.
This publication is copyright, but handouts may be reproduced
without fee or prior permission provided that the number of copies
made does not exceed the amount required for individual use or
in the copier's institution. For copying these pages in any other
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permission must be obtained from the publishers and a fee may
be payable.
Any person who does any unauthorised act in relation to this
publication may be liable to criminal prosecution and civil
claims for damages.
First published 1991 by
THE MACMILLAN PRESS LTD
Houndmills, Basingstoke, Hampshire RG21 2XS
and London
Companies and representatives
throughout the world
ISBN 978-0-333-56352-6 ISBN 978-1-349-24443-3 (eBook)
DOI 10.1007/978-1-349-21443-3
A catalogue record for this book is available
from the British Library.
10 9 8 7 6 5 4 3 2
03 02 01 00 99 98 97 96 95 94
Contents
Introduction 1
Workshop One: What is Caring? 6
Workshop Two: Perceptions of Caring 20
Workshop Three: The Caring Attitude 34
Workshop Four: What is an Interpersonally Skilled Nurse? 49
Workshop Five: Client-Centred Counselling 59
Workshop Six: Six Category Intervention Analysis 78
Workshop Seven: Experiential Learning 106
Workshop Eight: Self-Awareness 122
Bibliography 133
Index 152
The companion textbook for students, by the same authors:
Caring and Communicating: The Interpersonal Relationship in Nursing
This student textbook of communicating and caring is ideal for Project 2000 and other
basic nursing courses, including midwifery, health visiting, nurse tutor and management
courses. It should also interest students in related professions such as occupational
therapy, physiotherapy, radiography and social work, and it gives practical guidance for
everyday use.
Caring and Communicating is unique in addressing the interpersonal relationship from
both the 'caring' and 'interpersonal skills' aspects, which the authors believe to be
complementary and inseparable. It does this in three distinct but interrelated parts.
'Caring and Nursing' examines what it means to care for another and how care is
experienced by the recipient. 'Communicating' covers the role of communicating skills
in the practice of nursing care. 'Learning to Care and Communicating' focuses on nurse
education and advances experiential learning. Three strands run through each of these
parts: theory; a review of recent research, including the authors' own, with insights into
the research process in this field; and practical activities to aid learning and to enhance
skills.
The book's other strengths are its range and depth, its clarity and readability, worked
examples and exercises, references and further reading. Furthermore, its research and
experiential base is highly congruent with modem educational approaches in nursing and
health. Coupled with a high standard of academic references, it offers a wealth of good
material for the advanced student to follow up, and so can extend to degree and diploma
level.
Caring and Communicating is published by Macmillan Education
ISBN 978-0-333-52721-4 200 pages
Introduction
This is a companion volume to our book Caring and Communicating: The
Interpersonal Relationship in Nursing. It can also be used independently of that
book. Its aim is to offer clear guidelines on how to run a variety of interpersonal
workshops for a wide range of nurses. Each chapter addresses a different aspect
of human relationships. It also offers the reader clear directions about how to run
the workshop. Each chapter and each workshop stands complete on its own. You
can pick out a particular workshop and fmd everything in the chapter you need
to run it.
In this book you will fmd timetables, ideas for the teaching content of
workshops, a range of exercises and activities, methods for undertaking your own
research into interpersonal skills and a considerable range of other reading
material.
We have used all of the activities in this book in our own work as teachers
and researchers. The research methods described here were used to produce the
fmdings in the companion volume: Caring and Communicating. Thus, the two
books can be used side-by-side. You may want to try out the methods described
in this book and compare your findings with ours. In this way, you will be
undertaking a form of experiential research (Reason and Rowan, 1981).
Who is this manual for?
This manual is for anyone who is involved in the teaching and learning of other
nurses. It may be of value to, at least, the following groups of people:
• Nurse teachers,
• Lecturer/practitioners,
• Nurse researchers,
• Undergraduate and postgraduate students,
• Nurse managers,
• Continuing education lecturers,
• College and university lecturers,
1
2 Caring and Communicating: Facilitators' Manual
• Ward, community and unit managers.
Caring and Communicating: Facilitators' Manual may also be useful to other
health professionals and other trainers. A number of the workshops have been
used by one or both of the authors with groups of social workers, occupational
therapists, physiotherapists and medical staff. Anyone who is involved in caring,
managing or looking after other people will fmd the activities described here
useful.
How to use it
Each chapter offers complete details of how to run a workshop. Some of the
workshops described here are one-day workshops. Others are planned for two
days. There is no reason why all of them cannot be adapted to run for longer
periods. Alternatively, you may find it useful to borrow exercises from one or
more of the chapters for use in shorter learning sessions. We feel that it is
important that you adapt the material to suit the learner group that you are with.
On the other hand, we suggest that you stick fairly closely to the processes
described in the research elements of the book. All of these have been worked
through in practice and they work. Once you have tried the research approaches
that we describe, you may want to adapt them. Initially, though, we suggest you
try our methods-especially if you want to compare your fmdings with ours.
Each chapter is laid out, as far as possible, in a uniform way so that you can
fmd your way round it easily.
The following headings are used in almost every chapter:
• Introduction
Each workshop is prefaced with a short introduction which outlines the overall
aim and content of the workshop.
• Who is this workshop for?
This section identifies the groups of students that will fmd the workshop
useful.
• Aims of the workshop
In this section, specific aims are identified. These may be used in lesson plans,
pre-workshop publications and handouts.
• Number of participants
Here, the numbers of students for each workshop is identified.
• Equipment required
Some of the workshops need particular (but straightforward) equipment. In this
section, equipment such as flipcharts, handouts and pens and pencils are listed.
• Content
Workshop One: What is Caring? 3
This section identifies the overall content of each workshop.
• Exercises
Details of all the exercises required in a particular workshop are described.
• Notes for a theory input
As noted above, the experiential learning approach usually requires that the
learning facilitator offers a short theoretical input at the beginning of the
workshop. Ideas for such a theory input are identified here.
• Student handouts
A number of the workshops require that handouts be prepared for the students.
This is particularly true of those workshops that involve questionnaires. Such
handouts are presented in this section. They can be reproduced for use in
workshop settings as long as the following acknowledgement is included:
Reproduced from Morrison, P. and Burnard, P. 1991 Caring and
Communicating: Facilitators' Manual (Macmillan Education, Basingstoke
and London).
The two exceptions to this rule are that it is suggested that the authors of
the Counsellor Attitude Questionnaire (Chapter 5) and the Experiential Lear
ning Questionnaire (Chapter 7) be contacted if either one of those question
naires is to be used for a major research project. This is in line with the usual
recommendations for using research instruments. The Counsellor Attitude
Questionnaire has been reproduced in this manual with the author's per
mission.
• Booklists for students
Each workshop chapter closes with a list of recommended reading that relates
to that chapter. These booklists can be freely reproduced for use in workshop
settings.
• References
References for the chapter are included at the end of that chapter. A more
detailed bibliography of recommended and further reading is included at the
back of this manual.
Experiential learning
All of the exercises and methods described in this manual involve student
activity. We are both convinced that people learn more when they are active and
reflective in the learning process. Thus we have taken an experiential learning
approach in all of the workshops. The approach has been discussed in some detail
in the companion volume: Caring and Communicating: The Interpersonal
4 Caring and Communicating: Facilitators' Manual
Relationship in Nursing. The reader is also referred to the considerable literature
on experiential learning (Heron 1973; Kilty 1983; Kagan, Evans and Kay 1986;
Burnard 1989) and to the recent research by one of the authors of this manual
(Burnard 1990).
The experiential approach to learning involves at least five stages:
1. A theory input by the facilitator.
2. Exercises that explore some of that theory and that help to explore and develop
practical skills.
3. Reflection on those exercises.
4. Development of new theories and new skills out of that practice and reflection.
S. Application of that new knowledge and skills to the 'real' (clinical or commun
ity) situation.
Bach workshop in this manual is designed to allow all of those stages to be
worked through.
Using the activities
Certain practical guidelines can be suggested which apply to all of the activities
contained in this manual. These are:
• Students should always be free to decide whether or not they take part in any
particular exercise or activity. This particularly applies to research activities.
• Bach workshop should be tailored to the needs of the particular learning group.
• While each workshop in this manual is presented as a whole, it is likely to be
far more effective if the facilitator adapts it to the groups' needs.
• Students need plenty of time to reflect on the activities that they take part in.
In our experience, it is the processing aspect of experiential learning activities
that is most usually rushed. Try to take as much time as is necessary to allow
students to verbalise the insights they gain from the activities.
• Be prepared to modify the workshop while it is in progress. A useful rule,
here, is to include a 'proposal clause'. This is a statement to the student that
suggests that 'at any time during the workshop, you are free to suggest that we
change direction, slow down or speed up, according to the needs of the
moment'. Once a student has made a request for a change of direction or a
change of speed, the suggestion can be put to the vote, with the rest of the
group.
• It is recommended that, where possible, facilitators receive some training in
group facilitation. While it is possible to put yourself through a 'do-it-yourself'
programme, with student groups, it is generally safer to attend a formal course
Workshop One: What is Caring? 5
in group facilitation. Such courses are offered by a number of colleges and
extra-mural departments of universities. Allied to this issue, there are a
number of other books on the topic of group facilitation and the reader is
referred to these. This manual does not claim to be a textbook on group
facilitation and it is assumed that the reader and user of the book has some
experience of working with groups.
We hope that you will enjoy working with the workshops and activities in this
book. We hope that they aid the process of teaching and learning those vital
elements of nursing: caring and communicating.
References
Burnard, P. 1990 Learning Human Skills: An Experiential Guide for Nurses, 2nd
edition, Heinemann, Oxford.
Burnard, P. 1989 Teaching Interpersonal Skills: An Experiential Handbook for
Health Professionals, Chapman and Hall, London.
Heron, J. 1973 Experiential Training Techniques, Human Potential Research
Project, University of Surrey, Guildford.
Kagan, C., Evans, J. and Kay, B. 1986 A Manual of Interpersonal Skills for
Nurses: An Experiential Approach, Harper and Row, London.
Reason, P. and Rowan, J. (eds) 1981 Human Inquiry: A Sourcebook of New
Paradigm Research, Chichester, Wiley.
University of Wales College of Medicine Paul Morrison
Heath Park, Cardiff Philip Burnard