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Table 1 Processes and content of educational intervention

From: Effects on nurses’ quality of working life and on patients’ quality of life of an educational intervention to strengthen humanistic practice among hemodialysis nurses in Switzerland: a protocol for a mixed-methods cluster randomized controlled trial

Session and topic Objectives Learning activities
Session #1: Acquisition of core concepts of caring practice - Caring values, attitudes and behaviours
- Describe core concepts of Watson’s Theory of Human Caring
▪ Phenomenal field
▪ Transpersonal caring relationship
▪ Caring occasion and caring moment
▪ Moral ideal
- Develop concept of “phenomenal field” further
- Recognise concepts taught in caring reflective clinical vignette #1
- Gain awareness of relevance of humanistic approach to caring for HD patients
- Present a schematic representation of theoretical concepts
- Print documents and PowerPoint presentation
- Print article on theory [38]
- Focusing exercise
- Theory course
- Practical listening exercise
- Narrative #1: Roger on concept of phenomenal field
- Plenary discussion
- Schematisation of theoretical concepts [57]
- Reflective assignments
(1) Read caring reflective clinical vignette #1: The caring moment: a moment of well-being for both patient and nurse
(2) Answer reflective questions
Session #2: Acquisition of coreconcepts of caring practice - Describe concept of Watson’s 10 carative factors and give clinical example for each
- Integrate concept of 10 carative factors further
- Recognise concepts taught in caring reflective clinical vignette #2
- Present a schematic representation of theoretical concepts
- Print documents and PowerPoint presentation
- Review of session #1 (content and clinical vignette) and questions
- Focusing exercise
- Narrative #2: Roger on changing phenomenal field and carative factors
- Theory course
- Exercise on identifying nurse and patient resources [58, 59]
- Group discussion
- Schematisation of theoretical concepts [57]
- Reflective assignments
(1) Read caring reflective clinical vignette #2: Nursing interventions guided by carative factors to comfort Simone
(2) Answer reflective questions
(3) Propose resource exercise to a HD patient and do a summary
Session #3:
Appropriation of concept of hope
Incorporation of all concepts taught
- Describe different attributes of concept of hope
- Gain awareness of what hope can contribute to HD patient QoL
- Recognise different humanistic interventions that influence hope in caring reflective clinical vignette #3
- Discuss search for meaning in HD patients
- Present schematic representation of theoretical concepts
- Print documents and PowerPoint presentation
- Review of session #2 (content, clinical vignette and exercise to identify resources with a patient) and questions
- Focusing exercise
- Narrative #3: Roger on changing phenomenal field and nursing interventions to strengthen hope
- Theory Course
- Group discussion
- Schematisation of theoretical concepts [57].
- Reflective assignments
(1) Read: Caring reflective clinical vignette #3: Inspiring hope like a breath of life
(2) Answer reflective questions
Session #4: Enactment of different caring attitudes and behaviours in an intermediary simulation exercise with professional actor - Mobilise concepts of Watson’s Theory of Human Caring in a safe environment where mistakes are permitted (simulations)
- Foster connections between knowledge acquired and HD clinical practice
- Print documents
- Review of session #3 (content and clinical vignette) and questions
- Two simulation exercises comprising:
briefing: reading of first clinical situation and choice of nurse for simulated practice;
simulated practice: simulation with nurse and actor according to predetermined scenario for actor;
debriefing: sharing of experiences (nurse, actor and group); remobilisation, deeper understanding and further development of theoretical concepts