A Research Study on Clinical Education, Psychology Teaching and Discussion on Techniques, Difficulties, and Current Practice
Sania Sajjad, Abdus Salam, Khizra Manzoor, Attaullah Bangulzai, Muhammad Nisar, Quratulain Haider
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ABSTRACT
Aim: Our current research
paper discusses the importance of psychology for nurses as well as problems
surrounding its adoption as a required component of nursing school. There are
significant worldwide differences in amount to whom psychology is included in
nursing education, indicating that further debate and thought on this issue.
The purpose of this study is to (a) investigate in addition remark on academic
literature in English speaking the psychological of nursing in teaching, and
(b) describe and report on the sample of psychology education in a Pakistani
school of nursing.
Methods: Over through course
of a year, a study of literature was conducted, that involved the search of
several records and an examination of developing thinking for nursing
textbooks. The results served as a basis for introspection on a local case.
Results: The examination of
literature generated a plethora of commentaries, conversation papers, textbook
evaluations, and editorials, but relatively little actual researches. Three
areas evaluated recognized as occurring most regularly in nonfiction: significance
of psychology in nursing curriculum, the amount in addition substance of
covering, as well as whether blended or separated psychology training must be
adopted.
Conclusion: The results suggest
that the average significance of psychology to nursing teaching is not
questioned, nonetheless arguments have evolved over in what way to integrate
and integrate psychology. At the moment, the conclusions among those arguments
are mainly ambiguous.
Keywords: Psychology for nurses,
nursing school, integrate psychology.
ABSTRACT
Aim: Our current research
paper discusses the importance of psychology for nurses as well as problems
surrounding its adoption as a required component of nursing school. There are
significant worldwide differences in amount to whom psychology is included in
nursing education, indicating that further debate and thought on this issue.
The purpose of this study is to (a) investigate in addition remark on academic
literature in English speaking the psychological of nursing in teaching, and
(b) describe and report on the sample of psychology education in a Pakistani
school of nursing.
Methods: Over through course
of a year, a study of literature was conducted, that involved the search of
several records and an examination of developing thinking for nursing
textbooks. The results served as a basis for introspection on a local case.
Results: The examination of
literature generated a plethora of commentaries, conversation papers, textbook
evaluations, and editorials, but relatively little actual researches. Three
areas evaluated recognized as occurring most regularly in nonfiction: significance
of psychology in nursing curriculum, the amount in addition substance of
covering, as well as whether blended or separated psychology training must be
adopted.
Conclusion: The results suggest
that the average significance of psychology to nursing teaching is not
questioned, nonetheless arguments have evolved over in what way to integrate
and integrate psychology. At the moment, the conclusions among those arguments
are mainly ambiguous.
Keywords: Psychology for nurses,
nursing school, integrate psychology.