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首页> 外文期刊>British journal of mental health nursing. >Student nurse perceptions of experientia learning to understand personality disorder
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Student nurse perceptions of experientia learning to understand personality disorder

机译：学生护士对体验的看法学习了解人格障碍

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People with personality disorder diagnoses have been described as a challenging group to work with, and this has led to negative perceptions and stigmatisation of the clinical label. A hypothesis that these negative perceptions are rooted in a lack of empathy, directly related to a lack of understanding of the lived experience of these conditions, led to the development of a teaching session using experiential learning. The session used simulation to allow students to adopt the role of a person diagnosed with a personality disorder and interact in a facilitated scenario. A qualitative and phenomenological design saw the perceptions of four student nurses captured through a focus group and interview. Students described the teaching session as beneficial in having improved their empathy and increased their understanding of the experience of people living with personality disorder diagnoses, allowing them the understanding to be able to challenge stigma, giving them a desire to role model good practice to others and increasing their confidence in working with people with personality disorder diagnoses. This has clear implications for practice through increasing understanding and reducing the potential for negative perceptions, thus potentially improving the experience of mental health care for people with personality disorders.
机译：人格障碍诊断的人被描述为一个具有挑战性的人群，这导致了对临床标签的负面看法和污名化。这些负面看法源于缺乏同理心的假设，直接与对这些条件的生活经验的理解直接相关，这导致了使用经验学习的教学会议的发展。该会议使用模拟使学生能够在诊断出患有人格障碍的人的角色并在促进的情况下进行互动。一种定性和现象学设计看到了四个通过焦点小组和访谈捕获的学生护士的看法。学生将教学课程描述为有益于提高同情心并提高对人格障碍诊断的人的经历的理解，从而使他们能够挑战污名，使他们渴望对他人榜样良好的实践，并增加他们对与人格障碍诊断的人一起工作的信心。通过增加理解和减少负面看法的潜力，这对实践产生了明显的影响，从而有可能改善人格障碍患者的心理保健经验。

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