Reassessing the concept of emotional labour in student nurse education: role of link lecturers and mentors in a time of change (original) (raw)
Related papers
Nurse Education Today, 2010
Education and caring practice s u m m a r y In a classic paper, argued that nurses distanced themselves from patients in order to avoid direct engagement with them and as a means of managing their anxiety. Reflecting on the work 40 years later Fabricius argued that in the move from hospital-based nurse education to universities, nurse educators had further entrenched this defence. It is from both these perspectives that we locate this paper to explore the position of nurse teachers today drawing on empirical data from a study set up to investigate who currently leads student nurse learning in the clinical areas and as a follow up to original research on the emotional labour of nursing . This paper presents findings from interviews with nurse teachers which are complemented by student nurse responses to a ward learning environment questionnaire, interviews with ward based nurses and documentary analysis.
The nursing process: raising the profile of emotional care in nurse training
Journal of Advanced Nursing, 1991
SMITH P (1991) Journal of Advanced Nurstng 16, 74-81 The nursing process: raising the profile of emotional care in nurse training This paper reports on the results of a previous investigation into the ward learning environment for student nurses and its relationship to quality of nursing The emotionai aspects of canng associated with the nursmg process emerged as an important component of their relationship The nursmg process, mtroduced dunng the 1970s, is described as both a philosophy and work method As a philosophy, it promotes a people-centred rather than task-centred approach to patients and raises the profile of emotionai care Hochschild's defimhon and analysis of emotionai labour in the workplace is used as a conceptual means to understanding the content of nurses' emohonal work It i$ also used to assess the extent to which the predominant ideologies of nursing, articulated through the nursmg process, were applied m the selection and training of nurses to be emohonal labourers It is concluded that the nursing process is more successful as an ideology and less m providing a knowledge base with which to mform training and support for managmg complex feelings
Nurse Education in Practice, 2009
Emotions in health organisations tend to remain tacit and in need of clarification. Often, emotions are made invisible in nursing and reduced to part and parcel of 'women's work' in the domestic sphere. Smith (Smith, P. 1992. The Emotional Labour of Nursing, Macmillan, London) applied the notion of emotional labour to the study of student nursing, concluding that further research was required. This means investigating what is often seen as a tacit and uncodified skill. A follow-up qualitative study was conducted over a period of twelve months to reexamine the role of emotional labour and in particular the ways in which emotional labour was orientated to different clinical settings. Data were collected from 16 indepth and semi-structured interviews with nurses based in East London (United Kingdom). Findings illustrate emotional labour in three different settings (primary care, mental health and children's oncology). Findings show the different ways in which emotional labour is used and reflected upon by nurses in these three clinical areas. This is important in improving nurse training and best practice as well as helpful in offering an initial synopsis of the culture of care in nursing; investigating several clinical settings of nurses' emotional labour; looking at changing techniques of patient consultation; and beginning to explore the potential therapeutic value of emotional labour.
The meaning of emotion work to student nurses: A Heideggerian analysis
International Journal of Nursing Studies, 2014
Background: Providing patients with emotional support can be challenging to student nurses, as it is seen as a less tangible aspect of care when compared to other acts of caring. Objectives: The underpinning objective of this study was to explore the meaning of emotional relationships between pre-registration nursing students and patients admitted to a clinical setting in the United Kingdom. Design: Using an interpretive phenomenological approach data were collected using in depth unstructured interviews, with nine purposively recruited pre-registration student nurses at a University in the United Kingdom. Results: The structure of emotion work for these nurses, was found to consist of three constituents; (a) the need for an emotional ''balance;'' (b) feeling the need to cry; (c) feeling the need to talk. We portray this phenomenon as ''emotional nurse being'' using Heideggerian hermeneutic phenomenology. Conclusions: The insights gained from this study could be used to understand and support pre-registration student nurses in this aspect of their practice.
International Journal of Africa Nursing Sciences, 2014
Background: Clinical nursing education is a fundamental component in the pre-registration nursing curriculum and literature reflects its challenges. Aim: The study investigated the clinical learning experience of undergraduate nursing students in Malawi to explore their perceptions of the experience. Design: This was a hermeneutic phenomenological study. Setting: The study took place at a University Nursing College in Malawi. Participants: Participants for the study were purposively selected from among third and fourth year undergraduate nursing students. The sample consisted of 30 participants and their participation was voluntary. Methods: Conversational interviews were conducted to obtain participants' accounts of their experience and a framework developed by modifying Colaizzi's procedural steps guided the phenomenological analysis. In a hermeneutic phenomenological study, interpretation is critical to the process of understanding the phenomenon being investigated. The findings have been interpreted from a perspective of emotions, utilising emotional labour (Hochschild, 1983) as a conceptual framework which guided the interpretive phase. Results: The study findings reveal that the clinical learning experience is suffused with emotions and students appear to engage in management of emotions, which is commonly understood as emotional labour. Emotional labour is evident in students' narrative accounts about their caring encounters, death and dying and caring-learning relationships as they interact with clinical nurses and lecturers during their clinical learning experience. Conclusion: Effective clinical teaching and learning demands the emotional commitment of lecturers. The understanding of emotional labour in all its manifestations will help in the creation of caring clinical learning environments for student nurses in Malawi.
2017
Nurses have to manage their emotions and the emotion expressions to perform best care, and their behaviours pass through emotional labour (EL). However, EL seems to be an under-appreciated aspect of caring work and there is not a synthetic portrait of literature about EL in the nursing profession. Hence,this review was conductedto synthesize and to critically analyse the literature in the nursing field related to the emotional labour (EL). Twenty-seven papers were included and analysed with a narrative approach, where two main themes was found: (a) EL strategies and (b) EL antecedents and consequences. Hence, EL is a multidimensional, complex concept and it represents a nursing competence to perform the best caring. Moreover, nurses have a highawareness of EL as a professional competence, which is a fundamental element to balance engagement with an appropriate degree of detachment to accomplish some tasks aimed to perform the best behaviour, and to achieve good results for the patie...
What do we know about emotional labour in nursing? A narrative review
British Journal of Nursing, 2017
Nurses have to manage their emotions and the emotion expressions to perform best care, and their behaviours pass through emotional labour (EL). However, EL seems to be an under-appreciated aspect of caring work and there is not a synthetic portrait of literature about EL in the nursing profession. Hence,this review was conductedto synthesize and to critically analyse the literature in the nursing field related to the emotional labour (EL). Twenty-seven papers were included and analysed with a narrative approach, where two main themes was found: (a) EL strategies and (b) EL antecedents and consequences. Hence, EL is a multidimensional, complex concept and it represents a nursing competence to perform the best caring. Moreover, nurses have a highawareness of EL as a professional competence, which is a fundamental element to balance engagement with an appropriate degree of detachment to accomplish some tasks aimed to perform the best behaviour, and to achieve good results for the patients' caring.