Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes

Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

How to engage in a reflective discussion for revalidation

Rationale and key points This is the sixth in a series of eight articles providing information about the Nursing and Midwifery Council (NMC) revalidation process. This article focuses on the requirement for nurses and midwives to engage in a reflective discussion with an NMC registrant. The purpose of the reflective discussion is to encourage a culture of sharing information to support professional development and improve practice. » The reflective discussion must be undertaken with an NMC registrant. » The reflective discussion should cover the five written reflective accounts required to renew registration. Reflective activity 'How to' revalidate articles can help to update your practice and provide information about the revalidation process, including how you can engage in a reflective discussion. Reflect on and write a short account of: 1. How engaging in a reflective discussion with an NMC registrant helps you to view a situation from another person's perspective. 2. How you could use this article to educate your colleagues. Subscribers can upload their reflective accounts at: rcni.com/portfolio.

How to make the most of the reflective discussion

The Nursing and Midwifery Council's new process for re-registering nurses and midwives--revalidation--went live on April 1. Nurse managers will be expected to play a pivotal role in ensuring their staff are able to revalidate by acting as their reflective discussion partners and/or their confirmers. This article sets out the steps involved in reflective discussions and confirmation, along with the responsibilities of nurse managers involved. There is also a case study that offers tips from a nurse manager who has acted as confirmer on several occasions.

Revalidation and reflective practice

From April 2016 nurses must meet the requirements of the new Nursing and Midwifery Council (NMC) revalidation process to maintain their registration. It is their responsibility to ensure they meet all revalidation requirements, but organisations and nurse leaders can support them to do so. Reflection is an important part of revalidation, and nurses are required to submit written reflective accounts and engage in reflective discussion. This article discusses how revalidation encourages a more conscious and active form of reflection. It also describes how leaders can help nurses to reflect on practice to identify improvements and become more familiar with the NMC Code.