Ambiguous socialization into nursing: discourses of intimate care

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Performing intimate care (IC) according to patient needs, ethical
considerations and clinical guidelines is central to nursing. In Danish
nursing education, learning objectives of IC, e.g. bed bath, shower assistance
and basic catheter care are covered in the first year of nursing
education. IC is a focus of the first 10-week clinical placement, it is
taught in the clinical skills laboratory (CSL), and it constitutes a theoretical
subject presented in textbooks. IC is known to pose a challenge
to nurses and student nurses and the current body of literature links the
challenges to issues of gender and sexuality. In this paper, we explore
discourses of IC across educational practices: textbooks, a CSL session
and clinical placement. By exploring how IC, as a key concept and
practice in nursing, is talked about and carried out in different educational
contexts, the paper contributes to the formation of future nurses'
understanding of nursing. The research aims to show how different
discursive practices of IC shape students' professional selves and their
understanding of the nursing profession. The paper thus adds to the
existing bulk of knowledge of IC by proposing that IC is understood in
terms of an “ambiguous socializer”, because of the shifting and contradictory
establishment of IC discursive practices. The paper draws
upon the definition of IC as “the nurse-patient interaction where the
nurse enters the person's private zones (such as genitalia and breasts) in
the provision of task-orientated care such as showering and toileting”
(O'Lynn et al., referred to in Mainey et al., 2018, p. 48). We include
tasks related to catheter care.
Original languageEnglish
JournalNurse Education Today
Volume2019
Issue number75
Pages (from-to)1-5
ISSN0260-6917
Publication statusPublished - 18 Jan 2019

Keywords

    Cite this

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    title = "Ambiguous socialization into nursing: discourses of intimate care",
    abstract = "Performing intimate care (IC) according to patient needs, ethicalconsiderations and clinical guidelines is central to nursing. In Danishnursing education, learning objectives of IC, e.g. bed bath, shower assistanceand basic catheter care are covered in the first year of nursingeducation. IC is a focus of the first 10-week clinical placement, it istaught in the clinical skills laboratory (CSL), and it constitutes a theoreticalsubject presented in textbooks. IC is known to pose a challengeto nurses and student nurses and the current body of literature links thechallenges to issues of gender and sexuality. In this paper, we explorediscourses of IC across educational practices: textbooks, a CSL sessionand clinical placement. By exploring how IC, as a key concept andpractice in nursing, is talked about and carried out in different educationalcontexts, the paper contributes to the formation of future nurses'understanding of nursing. The research aims to show how differentdiscursive practices of IC shape students' professional selves and theirunderstanding of the nursing profession. The paper thus adds to theexisting bulk of knowledge of IC by proposing that IC is understood interms of an “ambiguous socializer”, because of the shifting and contradictoryestablishment of IC discursive practices. The paper drawsupon the definition of IC as “the nurse-patient interaction where thenurse enters the person's private zones (such as genitalia and breasts) inthe provision of task-orientated care such as showering and toileting”(O'Lynn et al., referred to in Mainey et al., 2018, p. 48). We includetasks related to catheter care.",
    keywords = "Nurses, Nurse education, Clinical education, Intimate care, education and work",
    author = "Sine Lehn-Christiansen and Mari Holen",
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    day = "18",
    language = "English",
    volume = "2019",
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    journal = "Nurse Education Today",
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    Ambiguous socialization into nursing: discourses of intimate care. / Lehn-Christiansen, Sine; Holen, Mari.

    In: Nurse Education Today, Vol. 2019, No. 75, 18.01.2019, p. 1-5.

    Research output: Contribution to journalJournal articleResearchpeer-review

    TY - JOUR

    T1 - Ambiguous socialization into nursing: discourses of intimate care

    AU - Lehn-Christiansen, Sine

    AU - Holen, Mari

    PY - 2019/1/18

    Y1 - 2019/1/18

    N2 - Performing intimate care (IC) according to patient needs, ethicalconsiderations and clinical guidelines is central to nursing. In Danishnursing education, learning objectives of IC, e.g. bed bath, shower assistanceand basic catheter care are covered in the first year of nursingeducation. IC is a focus of the first 10-week clinical placement, it istaught in the clinical skills laboratory (CSL), and it constitutes a theoreticalsubject presented in textbooks. IC is known to pose a challengeto nurses and student nurses and the current body of literature links thechallenges to issues of gender and sexuality. In this paper, we explorediscourses of IC across educational practices: textbooks, a CSL sessionand clinical placement. By exploring how IC, as a key concept andpractice in nursing, is talked about and carried out in different educationalcontexts, the paper contributes to the formation of future nurses'understanding of nursing. The research aims to show how differentdiscursive practices of IC shape students' professional selves and theirunderstanding of the nursing profession. The paper thus adds to theexisting bulk of knowledge of IC by proposing that IC is understood interms of an “ambiguous socializer”, because of the shifting and contradictoryestablishment of IC discursive practices. The paper drawsupon the definition of IC as “the nurse-patient interaction where thenurse enters the person's private zones (such as genitalia and breasts) inthe provision of task-orientated care such as showering and toileting”(O'Lynn et al., referred to in Mainey et al., 2018, p. 48). We includetasks related to catheter care.

    AB - Performing intimate care (IC) according to patient needs, ethicalconsiderations and clinical guidelines is central to nursing. In Danishnursing education, learning objectives of IC, e.g. bed bath, shower assistanceand basic catheter care are covered in the first year of nursingeducation. IC is a focus of the first 10-week clinical placement, it istaught in the clinical skills laboratory (CSL), and it constitutes a theoreticalsubject presented in textbooks. IC is known to pose a challengeto nurses and student nurses and the current body of literature links thechallenges to issues of gender and sexuality. In this paper, we explorediscourses of IC across educational practices: textbooks, a CSL sessionand clinical placement. By exploring how IC, as a key concept andpractice in nursing, is talked about and carried out in different educationalcontexts, the paper contributes to the formation of future nurses'understanding of nursing. The research aims to show how differentdiscursive practices of IC shape students' professional selves and theirunderstanding of the nursing profession. The paper thus adds to theexisting bulk of knowledge of IC by proposing that IC is understood interms of an “ambiguous socializer”, because of the shifting and contradictoryestablishment of IC discursive practices. The paper drawsupon the definition of IC as “the nurse-patient interaction where thenurse enters the person's private zones (such as genitalia and breasts) inthe provision of task-orientated care such as showering and toileting”(O'Lynn et al., referred to in Mainey et al., 2018, p. 48). We includetasks related to catheter care.

    KW - Nurses

    KW - Nurse education

    KW - Clinical education

    KW - Intimate care

    KW - education and work

    M3 - Journal article

    VL - 2019

    SP - 1

    EP - 5

    JO - Nurse Education Today

    JF - Nurse Education Today

    SN - 0260-6917

    IS - 75

    ER -