Browsing by Person "Rennie, Karen"

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Care home nursing during Covid-19: Don’t lose your touch
(Cogora, 2020-07-29) Rennie, Karen
Developing facilitation skills amongst undergraduate nursing students to promote dementia awareness with children in a higher education institution (innovative practice)
(Sage, 2018-11-17) Gibson, Caroline; Rennie, Karen; Dewing, Jan; McKinlay, Lesley
Final year students on a BSc Hons Nursing programme in Scotland were supported to become Dementia Friends facilitators and develop interactive dementia awareness sessions for children from local schools. The children were invited to indicate phrases and images they associated with ‘dementia’ at the outset and end of the session. Analysis of the responses suggested that there were positive changes in the children’s values and beliefs when thinking about a person living with dementia during the sessions. We suggest that peer learning is a valuable strategy to increase public and professional awareness about dementia and supports the development of graduate attributes.
Early career researchers in aged care: International connection and support
(Australian Nursing & Midwifery Federation, 2019-07) Rennie, Karen; Marriott-Statham, Kelly
Mentoring programs for PhD nursing students [Editorial]
(Elsevier, 2024-03-12) Tessmer, Lindsay; Gilmour, Fiona; Rennie, Karen; Pohlmann, Megan; Mehrtens, Anna; Verry, Teri Winning; Oerther, Sarah
Phenomenological and hermeneutic approaches to person-centred nursing research
(Springer, 2021-04-27) Rennie, Karen; Gibson, Caroline; Saev, Elmira; Dewing, Jan; McCormack, Brendan; McCance, Tanya
We are Karen, Caroline and Elmira and we are three nurses who are engaged in PhDs with the Person-centred Practice Research Centre at Queen Margaret University (QMU), Edinburgh—although Elmira is registered at The University of Malta. In this chapter, we explore how phenomenological and hermeneutic approaches can offer one methodology to come to know and do person-centred research. We will take you, the reader, on a journey to show how we evolved the chapter; how we worked together, shared our experiences on how we believe phenomenological and hermeneutic approaches have strong connections to person-centred research. Within this chapter, you will hear the individual perspectives of the three of us. Yet will be able to feel how the three authors as unique individuals came together as one. We believe that three key messages emerge from this chapter. Firstly, phenomenology and person-centredness can be interwoven and intertwined through its strong connections for not only doing research, but our worldviews. Secondly, the hermeneutic process tries to see beyond what we take as obvious and straightforward. It encourages us to recognise alternative viewpoints and thus can shift our focus to what does it mean to be a person in the world. Thirdly, the process of becoming an engaged observer can help person-centred practice researchers to understand the importance of knowing who we are, knowing others, and developing practices as relationally based experience, which in turn contributes to meaning-making on the whole experience of being person-centred.
Sexual expression in persons living with dementia
(All Ireland Gerontological Nurses Association, 2017-03) Rennie, Karen; Dewing, Jan; Banks, David
Background: Due to disinhibition and disorientation, individuals living with dementia may express sexual desires leading to negative experiences for persons living with dementia and nurses. However, the need for sexual expression does not diminish with age or loss of capacity and continues to provide psychological and physical benefits in later life.
Sexual expression in persons living with dementia in a nursing home context: A phenomenological inquiry
(Queen Margaret University, Edinburgh, 2020) Rennie, Karen
Introduction: Research shows that sexual expression provides emotional and physical benefits throughout life and does not diminish with age or loss of capacity (Rennie et al. 2017). Older persons, living in care home, including people living with dementia see themselves as sexual beings and with a continuous need and desire to embody sexual expression. However, evidence demonstrates that sexual needs of ‘residents’ living in nursing or care homes are not viewed as an important part of nursing care (Bauer et al. 2013). Sexual expression is often overlooked as an important part of life in persons with dementia and is still considered the most difficult ‘symptom’ of the behavioural and psychological symptoms of dementia (BPSD) model to manage by nurses (Tucker 2010). Aims and Objectives: This study aimed to generate new knowledge on the meaning of sexual expression in persons living with dementia for person-centred nursing practice and theory. This study also aimed to understand more about how sexual expression effects nurses working in care homes and how sexual expression influences the care of persons with dementia. Methodology: Drawing on existential phenomenology, and person-centred theory as well as new principles drawn from the sensuous literature, I had conversations with four persons living with dementia to explore the nature and meaning of sexual expression. I was able to explore this sensitive topic in a dignified and respectful way by working with a rigorous process consent framework that enabled inclusion of adults with incapacity. I observed eleven nurses and carers and had dialogues with them at work to find out about their experiences of sexual expression within caring. Drawing on four existential principles, I was able to produce rich contextualised descriptions of the participant’s experiences of sexual expression. Findings: Findings show that for persons living with dementia, three topics were unconcealed within the phenomena of sexual expression. They were: (1) embodied sensuous-sexuality; (2) meaningful sexual relationships and (3) sexuality and nursing home culture. For the nurses, findings show that the following topics were significant in nurses experiences of caring for persons living with dementia who express themselves sexually: (1) personal values and beliefs on older persons sexuality; (2) cultural norms around sensuous-sexual expression; (3) the ageing body and (4) lack of awareness and education. Finally, I have developed a ‘Sensuous-Sexual Expression Framework’, which is a new practice framework, and an alternative to BPSD, to view sensuous-sexual in persons living with dementia. Conclusions: This is the first study to explore sexual expression which included persons living with dementia living in nursing homes and to gain valuable insights to their experiences of sexual expression. Practically, this study generates new principles for how nurses can provide better person-centred care for persons living with dementia. Academically, this research adds to existing research that challenges the BPSD model and its underpinning ideas and reframes sexual expression as sensuous-sexual expression. Key words: Sexual expression; Persons living with dementia; Person-centredness; Sensuousness; Existential phenomenology; Participatory principles
The Student International Community of Practice: A critical reflection on the shared experience of being a member, using creative hermeneutics
(Foundation of Nursing Studies, 2020-05-13) Sanders, Kate; Marriott-Statham, Kelly; Mackay, Maria; McMillan, Ailsa; Rennie, Karen; Robinson, Betty Ann; Teeling, Sean Paul
Background: The Student International Community of Practice is a global network of more than 30 doctoral candidates affiliated with the Centre for Person-centred Practice Research, at Queen Margaret University, Edinburgh. An ongoing challenge the community faces is its changing and growing membership; as members progress and complete their doctoral studies they leave the group, and as the centre grows new community members (doctoral candidates) join.
Supporting transformational learning processes for person-centred healthcare research in doctoral education: A critical creative reflection
(Foundation of Nursing Studies, 2020-05-13) Rennie, Karen; Kinsella, Niamh
Background: When becoming person-centred researchers, doctoral students are expected to learn to negotiate new identities and reconceptualise themselves both as people and professionals so they can engage in values-driven research. Therefore, doctoral studies require students to engage in transformational learning for the purpose of contributing to knowledge about healthcare practice and healthcare culture. During this time, there is potential for the learning process to be lonely and overly challenging, which can hinder the development of self required for transformational learning. It is proposed that doctoral supervisors and universities should have an understanding of conditions that facilitate transformational learning, such that students can be supported to develop self and become person-centred researchers.
What avenue of nursing shall I take?… All of them!
(Council of Deans of Health, 2019-01-10) Rennie, Karen