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Table 1 Processes and content of educational intervention

From: Effects on nurses’ quality of working life and on patients’ quality of life of an educational intervention to strengthen humanistic practice among hemodialysis nurses in Switzerland: a protocol for a mixed-methods cluster randomized controlled trial

Session and topic

Objectives

Learning activities

Session #1: Acquisition of core concepts of caring practice

- Caring values, attitudes and behaviours

- Describe core concepts of Watson’s Theory of Human Caring

▪ Phenomenal field

▪ Transpersonal caring relationship

▪ Caring occasion and caring moment

▪ Moral ideal

- Develop concept of “phenomenal field” further

- Recognise concepts taught in caring reflective clinical vignette #1

- Gain awareness of relevance of humanistic approach to caring for HD patients

- Present a schematic representation of theoretical concepts

- Print documents and PowerPoint presentation

- Print article on theory [38]

- Focusing exercise

- Theory course

- Practical listening exercise

- Narrative #1: Roger on concept of phenomenal field

- Plenary discussion

- Schematisation of theoretical concepts [57]

- Reflective assignments

(1) Read caring reflective clinical vignette #1: The caring moment: a moment of well-being for both patient and nurse

(2) Answer reflective questions

Session #2: Acquisition of coreconcepts of caring practice

- Describe concept of Watson’s 10 carative factors and give clinical example for each

- Integrate concept of 10 carative factors further

- Recognise concepts taught in caring reflective clinical vignette #2

- Present a schematic representation of theoretical concepts

- Print documents and PowerPoint presentation

- Review of session #1 (content and clinical vignette) and questions

- Focusing exercise

- Narrative #2: Roger on changing phenomenal field and carative factors

- Theory course

- Exercise on identifying nurse and patient resources [58, 59]

- Group discussion

- Schematisation of theoretical concepts [57]

- Reflective assignments

(1) Read caring reflective clinical vignette #2: Nursing interventions guided by carative factors to comfort Simone

(2) Answer reflective questions

(3) Propose resource exercise to a HD patient and do a summary

Session #3:

Appropriation of concept of hope

Incorporation of all concepts taught

- Describe different attributes of concept of hope

- Gain awareness of what hope can contribute to HD patient QoL

- Recognise different humanistic interventions that influence hope in caring reflective clinical vignette #3

- Discuss search for meaning in HD patients

- Present schematic representation of theoretical concepts

- Print documents and PowerPoint presentation

- Review of session #2 (content, clinical vignette and exercise to identify resources with a patient) and questions

- Focusing exercise

- Narrative #3: Roger on changing phenomenal field and nursing interventions to strengthen hope

- Theory Course

- Group discussion

- Schematisation of theoretical concepts [57].

- Reflective assignments

(1) Read: Caring reflective clinical vignette #3: Inspiring hope like a breath of life

(2) Answer reflective questions

Session #4: Enactment of different caring attitudes and behaviours in an intermediary simulation exercise with professional actor

- Mobilise concepts of Watson’s Theory of Human Caring in a safe environment where mistakes are permitted (simulations)

- Foster connections between knowledge acquired and HD clinical practice

- Print documents

- Review of session #3 (content and clinical vignette) and questions

- Two simulation exercises comprising:

briefing: reading of first clinical situation and choice of nurse for simulated practice;

simulated practice: simulation with nurse and actor according to predetermined scenario for actor;

debriefing: sharing of experiences (nurse, actor and group); remobilisation, deeper understanding and further development of theoretical concepts