The extent, variability and attitudes towards volunteering among nursing students: Implications for pedagogy in nurse education
Conference paper
O'Driscoll, M., Dyson, S., Liu, L., van den Akker, O. and Mehta, N. 2017. The extent, variability and attitudes towards volunteering among nursing students: Implications for pedagogy in nurse education. 11th Annual International Conference on Sociology. Athens, Greece 01 - 04 May 2017
Type | Conference paper |
---|---|
Title | The extent, variability and attitudes towards volunteering among nursing students: Implications for pedagogy in nurse education |
Authors | O'Driscoll, M., Dyson, S., Liu, L., van den Akker, O. and Mehta, N. |
Abstract | Since the Francis Inquiry (2013) into failings in care at one hospital trust in the UK, government and the Nursing and Midwifery Council (NMC) have focused on behaviourist solutions to nurses’ apparent lack of care and compassion. The concept of `values-based recruitment`, which aims to attract and select healthcare students, trainees or employees, on the basis that their individual values and behaviours align with the values of the NHS Constitution (Health Education England, 2015) is one such solution. However, a major problem with the notion of values-based recruitment in nursing and midwifery is that this individualises an issue more adequately conceptualized in terms of social relations. For example, Chattoo and Ahmad (2008) demonstrate that care is an emergent property of social relationships, and that the potential for caring cannot therefore be reduced to alleged qualities residing inside the person. In addition, values, and how these are enacted, are likely to vary according to class, gender and ethnicity (Skeggs, 2014). Values –based recruitment in therefore unlikely to provide effective solutions to ensuring nurses have the requisite skills for caring and compassionate practice, rather these skills need to be integral to the nursing curriculum. An alternative to values-based recruitment lies in conscious consideration of critical pedagogies, for example narrative pedagogy, which helps students to challenge their assumptions and think through and interpret situations they encounter from multiple perspectives (Ironside, 2006). Narrative pedagogy can be incorporated into the nursing curriculum through the use of structured volunteering activities, which, when followed by reflection may lead students to develop a more holistic view of society which acknowledges the importance of inequality and power relationships in understanding the needs of patients. This paper reflects on the potential for structured volunteering within the nursing curriculum to facilitate critical pedagogical approaches to learning about nursing. |
Conference | 11th Annual International Conference on Sociology |
Publication dates | |
01 May 2017 | |
Publication process dates | |
Deposited | 25 Oct 2018 |
Accepted | 15 Feb 2017 |
Output status | Published |
Additional information | In conference program paper listed as:- Volunteering in the Nursing Curriculum: Opportunities to Enact Critical Pedagogy, |
Language | English |
https://repository.mdx.ac.uk/item/87zx4
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