Abstract Form
Your Name
Job Title
Qualifications
Mailing address
Country
Telephone number
Presentation Title
Aim of presentation
3 learning outcomes
3 Reading references
Type of presentation
Christophe Casteleyn
Lecturer & Coordinator Psychiatric Nursing
Programme
Bachelor in general nursing
Bachelor in psychiatric nursing
Master in medical and social science and management
[email protected]
Xaverianenstraat 10
8200 Brugge
Belgium
0032478297660
Exploring the student-patient & student-teacher
relationship in order to facilitate the therapeutic
process?!? Does it benefit the student, the teacher and
the patient?
Discussing new and essential ingredients in teaching
practice and in psychiatric care
1. Essential ingredients of the therapeutic relationship
2. In search to develop the therapeutic skills in
students
3. Involvement of patients in developing therapeutic
skills in students (client participation)
1. Suikala A & H Leino-Kilpi. (2005). Nursing studentpatient relationship: experiences of students and
patients. Nurse Education Today, 25, 344-35.
2. Debyser B, Grypdonck M, Defloor T & Verhaeghe
S.(2009). Involvement of inpatient mental health clients
in the practical training and assessment of mental health
nursing students: Can it benefit clients and students?.
Nursing Education Today, 31, 2, 198 – 203.
3. Chambers M. (s.a.). Psychiatric and mental health
nursing: learning in the clinical environment. In:
Reynolds W & D Cormack (eds). Psychiatric and
mental health nursing: theory and practice (second
edition). (1992). Chapman & Hall: London.
Concurrent
Symposium
Workshop
Poster
Which theme(s) does
your abstract address?
Teaching Psychiatric Nursing – Therapeutic
Relationship – Patient Participation and User
Involvement – Therapeutic use of the self – Selfawareness – Student Education – Group dynamic
aspects in education
Abstract (No more than 400 words)
Despite the central role the client-nurse relationship plays in professional
practice the relationship between the client and the nursing student receive little
attention in nursing research. We consider the client-nurse relationship as the
core of nursing practice. But why a specific focus on this relationship and how
would you describe this relationship? What are the essential ingredients? And
how can we learn these essential ingredients to the students in order that they
can use them to strenghten the care user and their families? Can we see the
student-teacher relationship as a parallell process of the student-nurse
relationship in this learing process? Or not? And what about the involvement of
the service user in the training and assessment of mental health nursing
students? Can this benefit the student and the patient?
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