Implementazione di scrittura riflessiva creativa e close reading nella  rielaborazione dell’esperienza di tirocinio clinico per studenti di infermieristica: protocollo di studio multimetodo

Eleonora Zanella; Paola Arcadi; Carmela Santamaria; Stefano Terzoni; Maura Lusignani

doi:10.54103/dn/23250

Authors

Eleonora Zanella Bachelor School of Nursing, ASST Melegnano e della Martesana, Cernusco Sul Naviglio (MI) Italy https://orcid.org/0009-0008-4489-6597
Paola Arcadi Bachelor School of Nursing, ASST Melegnano e della Martesana, Cernusco Sul Naviglio (MI) Italy https://orcid.org/0000-0003-1050-4707
Carmela Santamaria Bachelor School of Nursing, ASST Melegnano e della Martesana, Cernusco Sul Naviglio (MI) Italy
Stefano Terzoni Department of Biomedical Science for Health, University of Milan, Milan, Italy
Maura Lusignani Department of Biomedical Science for Health, University of Milan, Milan, Italy https://orcid.org/0000-0002-5389-9879

DOI:

https://doi.org/10.54103/dn/23250

Keywords:

reflective writing, close reading, nursing students, emotional intelligence, empathy

Abstract

Background: The education of future healthcare professionals heavily influences their development in terms of knowledge, skills, and emotional intelligence. Utilizing narrative tools, which have been proven to decrease dropout rates and promote emotional maturity, effective communication, and relationship-building, can be a transformative addition to their training.

Aims: experimenting with the use of reflective writing and close reading in relational laboratories for the re-elaboration of clinical internship experiences in first-year students of the nursing degree course at UniMi

Matherial and methods: Two-phase multimethod study. First phase two-cohort quasi-experimental quantitative study , measuring empathy, emotional intelligence, self-awareness, clinical reasoning. This is followed by the introduction of NT in the form of a workshop for one of the two cohorts and re-evaluation of the outcomes. Second phase descriptive qualitative study with focus groups and thematic analysis.

Results: Many narrative tools are used in training. They allow an in-depth analysis through the emergence of the emotions felt. Reflective writing and close reading allow a reworking of lived experiences, contributing to the consolidation of emotional and relational skills

Conclusions: Narrative tools offer valuable opportunities for reframing experiences and enhancing essential skills among healthcare professionals. This project identifies the most effective tools and advocates for their integration into the academic curriculum for future healthcare professionals.

Downloads

Download data is not yet available.

References

Lolti A. Traduzione guida pedagogica per professionisti sanitari. OMS; 2002.

Peplau, H., 1952 Interpersonal Relations in Nursing , Red globe press

Mangiacavalli B, Pulimeno AML, Mazzoleni B, Cicolini G, Cicia C, Draoli N, et al. Codice deontologico delle professioni infermieristiche. 2019.

Hippocrates, Fortuna S. Il dovere della cura: Giuramento di Ippocrate. Milano: Garzanti; 2021.

Ministero dell'Università e della Ricerca (MUR), piano di studi per il Corso di Laurea in Infermieristica, decreto Ministeriale n. 566 / 22. Aviable from: https://www.mur.gov.it/it

Dhaliwal U, Singh N. Reflective student narratives: Honing professionalism and empathy. Indian J Med Ethics. 2017. https://doi.org/10.20529/IJME.2017.069

Goodson M, McLellan E, Rosli R, et al. A Qualitative Study on Formal and Informal Carers’ Perceptions of Dementia Care Provision and Management in Malaysia. Front Public Health. 2021;9:637484. https://doi.org/10.3389/fpubh.2021.637484

Cunningham H, Taylor DS, Desai UA, et al. Reading the Self: Medical Students’ Experience of Reflecting on Their Writing Over Time. Acad Med. 2021;96(8):1168–1174. https://doi.org/10.1097/ACM.0000000000003814

Vaz DR, Prado C. Pedagogical reflective practice of nursing undergraduates: The portfolio as an instrument. Rev Esc Enferm USP. 2014;48(6):1103–1110. https://doi.org/10.1590/S0080-623420140000700019

Singh S, Khan AM, Dhaliwal U, Singh N. Using the health humanities to impart disability competencies to undergraduate medical students. Disabil Health J. 2022;15(1):101218. https://doi.org/10.1016/j.dhjo.2021.101218

Anderson R, Schiedermayer D. The Art of Medicine through the Humanities: An overview of a one-month humanities elective for fourth year students. Med Educ. 2003;37(6):560–562. https://doi.org/10.1046/j.1365-2923.2003.01538.x

Bolton G. Medicine and literature: Writing and reading. J Eval Clin Pract. 2005;11(2):171–179. https://doi.org/10.1111/j.1365-2753.2005.00521.x

Downie R. Medical Humanities: Some Uses and Problems. J R Coll Physicians Edinb. 2016;46(4):288–294. https://doi.org/10.4997/jrcpe.2016.416

Donohoe M, Danielson S. A community-based approach to the medical humanities. Med Educ. 2004;38(2):204–217. https://doi.org/10.1111/j.1365-2923.2004.01756.x

Moniz T, Golafshani M, Gaspar CM, et al. How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review. Acad Med. 2021;96(8):1213–1222. https://doi.org/10.1097/ACM.000000000000411846.

Rieger K, Chernomas WM, McMillan D, Demczuk. Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: a mixed methods systematic review. JBI Database System Rev Implement Rep. 2016;14(11):139-239. https://doi.org/10.11124/JBISRIR-2016-003188

Franco RS, Franco CAGDS, Severo M, Ferreira MA, Karnieli-Miller O. Reflective writing in the teaching of communication skills for medical students—A systematic review. Patient Educ Couns. 2022;105(7):1842–1851. https://doi.org/10.1016/j.pec.2022.01.003

Duarte AM, Martins CB, Dá Mesquita FM, Pereira PC, Gonçalves JC. Health humanities in nursing training: A multiple case experiment at undergraduate level. Teach Learn Nurs. 2024;19(1):e11–e16. https://doi.org/10.1016/j.teln.2023.08.002

Barron L. The Impact of Baccalaureate Medical Humanities on Subsequent Medical Training and Practice: A Physician-Educator’s Perspective. J Med Humanit. 2017;38(4):473–483. https://doi.org/10.1007/s10912-017-9457-1

Jones T, Verghese A. On Becoming a Humanities Curriculum: The Center for Medical Humanities and Ethics at the University of Texas Health Science Center at San Antonio. Acad Med. 2003;78(10):1010–1014. https://doi.org/10.1097/00001888-200310000-00014

Pawan K. The broken wall, the burning roof and tower”: W. B. Yeats’s Revision of the Leda Myth in Historico-Political Contexts. Rev of Close reading and critical analysis ho Helen Sword. Orcid: orcid.org/0000-0002-2321-3565. 2017.

Charon R. Narrative Medicine: Honoring the stories of illness. Oxford University Press; 2006.

Bauerlein M. A Kind of Dual Attentiveness”: Close Reading after the New Criticism. 2012;3(10):218–230. muse.jhu.edu/book/24254

Cunningham, H., Taylor, D. S., Desai, U. A., Ender, K. L., Glickstein, J., Krishnan, U. S., Richards, B. F., Charon, R., & Balmer, D. F. (2021a). Reading the Self: Medical Students’ Experience of Reflecting on Their Writing Over Time. Academic Medicine, 96(8), 1168–1174. https://doi.org/10.1097/ACM.0000000000003814

Dhaliwal, U., Singh, S., & Singh, N. (2017). Reflective student narratives: Honing professionalism and empathy. Indian Journal of Medical Ethics. https://doi.org/10.20529/IJME.2017.069

Yang, N., Xiao, H., Cao, Y., Li, S., Yan, H., & Wang, Y. (2018). Does narrative medicine education improve nursing students’ empathic abilities and academic achievement? A randomised controlled trial. Journal of International Medical Research, 46(8), 3306–3317. https://doi.org/10.1177/0300060518781476

Moniz, T., Arntfield, S., Miller, K., Lingard, L., Watling, C., & Regehr, G. (2015). Considerations in the use of reflective writing for student assessment: Issues of reliability and validity. Medical Education, 49(9), 901–908. https://doi.org/10.1111/medu.12771

Poulimenaku, G., Sarris, M., (2023) Improvement in the therapeutic relationship and the quality of health care through utilization of the arts in experiential learning Archives of Hellenic Medicine - Volume 40, Issue 1, pp. 44-49 - published 2023-01-0

Montanari P, Petrucci C, Russo S, Murray I, Dimonte V, Lancia L. Psychometric properties of the Jefferson Scale of Empathy-Health Professional Student’s version: An Italian validation study with nursing students. Nursing and Health Sciences. 2015;17(4):483–91

Curci A, Lanciano T, Soleti E, Zammuner VL, Salovey P. Construct Validity of the Italian Version of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) v2.0. Journal of Personality Assessment. 2013;95(5):486–94. DOI: 10.1080/00223891.2013.778272

Craparo G, Magnano P, Faraci P. (2014), Psychometric properties of the Italian version of the Self-Report Emotional Intelligence Test (SREIT). TPM.;21(2):121–33

Bivona U, Ferri G, De Luca M, Lucatello S, Aloisi M, Contrada M, et al. Self-Awareness Multilevel Assessment Scale (SAMAS): Psychometric analysis of inter-rater reliability. Ann Ist Super Sanità. 2022;58(3):177–82. DOI: 10.4415/ANN_22_03_06

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. SAGE Publications. URL is http://www.psychology.heacademy.ac.uk/s.php?p=55

World Medical Association. World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA 2013, 310, 2191–2194 https//: 10.1001/jama.2013.281053

Lincoln, Y.S.; Guba, E.G. (1986) But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Dir. Program. Eval. 73–84.

Welch, M. (1999), Phenomenology and hermeneutics. In Perspectives on Philosophy of Science in Nursing; Polifroni, E.C., Welch, M., Eds.; Lippincott Williams & Wilkins: Philadelphia, PA, USA