Nursing
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/24
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Item 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, SarahItem Phenomenological and hermeneutic approaches to person-centred nursing research(Springer, 2021-04-27) Rennie, Karen; Gibson, Caroline; Saev, Elmira; Dewing, Jan; McCormack, Brendan; McCance, TanyaWe 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.Item Sexual expression in persons living with dementia(All Ireland Gerontological Nurses Association, 2017-03) Rennie, Karen; Dewing, Jan; Banks, DavidBackground: 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.Item What avenue of nursing shall I take?… All of them!(Council of Deans of Health, 2019-01-10) Rennie, KarenItem Early career researchers in aged care: International connection and support(Australian Nursing & Midwifery Federation, 2019-07) Rennie, Karen; Marriott-Statham, KellyItem 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 PaulBackground: 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.Item 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, NiamhBackground: 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.Item Care home nursing during Covid-19: Don’t lose your touch(Cogora, 2020-07-29) Rennie, KarenItem 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, LesleyFinal 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.