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Messy boundaries: the benefits to teenage patients of being cared for by young nursing students

Messy boundaries: the benefits to teenage patients of being cared for by young nursing students

Shepherd, Jean (2014) Messy boundaries: the benefits to teenage patients of being cared for by young nursing students. Nursing Children & Young People, 26 (3). pp. 21-25. ISSN 2046-2336 (doi:10.7748/ncyp2014.04.26.3.21.e392)

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Abstract

Aims: To record some of the advantages expressed by young inpatients at a district general hospital in relation to the blurring of professional boundaries when they are being cared for by children's nursing students of an age similar to their own.

Method: A phenomenological study to explore the lived experience of young people in hospital and of younger children's nursing students (aged under 20 years old) caring for them. Individual unstructured interviews were conducted with nine young patients and 11 children's nursing students.

Findings: Young people in hospital appreciate the company of younger nursing students. In relation to identity development and psychosocial wellbeing, these interactions could be highly beneficial. However, 'messy boundaries' can create ambivalence in professional identity for the students.

Conclusion: 'Messy boundaries' can enable therapeutic interactions that are beneficial to psychosocial wellbeing, but students may need support in balancing these with professional detachment.

[ABSTRACT FROM AUTHOR]

Item Type: Article
Additional Information: [1] Paper accepted: 28 October 2013 Published in print: 08 April 2014 Submitted date: 24 April 2013.
Uncontrolled Keywords: acute care, children's nursing, identity development, professional boundaries, psychosocial development, therapeutic interactions, young people
Subjects: R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
R Medicine > RT Nursing
Faculty / Department / Research Group: Faculty of Education & Health
Related URLs:
Last Modified: 21 Apr 2017 12:12
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/11461

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