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Nursing

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/24

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Author: search.filters.author.Rennie, KarenHas files: Yes

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    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.
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    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.
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    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.