Using an interpretive research group to teach communication and understanding in undergraduate psychiatric/mental health nursing students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mona M. Shattell, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: An interpretive research group based in existential phenomenology is used to facilitate student learning about skills central to nursing--communicating, listening, and a genuine understanding of "the other"--in an undergraduate psychiatric-mental health nursing course. Shattell and Hogan present a teaching strategy consistent with the Educative-Caring Model of nursing education in which student-faculty interactions are egalitarian and active learning is necessary.

Additional Information

Journal of Nursing Education, 43(10), 479-480
Language: English
Date: 2004
Nursing, College students, Teaching methods, Mental health, College faculty, Curriculum development, Psychiatry

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