By Pam Smith
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Additional info for The Emotional Labour of Nursing: Its impact on interpersonal relations, management and the educational environment in nursing
She concludes: 'They will say it to their friends, just because their expression is enough to help support them because they understand'. During the session, students did indeed describe a range of feelings whilst in contact with patients, feelings such as fear (because an aggressive patient on night duty threatened to throw his bed at them), failure (at being unable to cope personally with an offensive patient) or guilt at escorting an abusive, uncooperative patient home from hospital and persuading his desperate relatives to take him back.
This finding fitted in with the student's view that 'nothing is really said about care' within the nurse training programme. I now turned to the sessions categorised on the timetables as dealing with affective/psychosocial nursing (10 per cent of the total). These sessions covered such topics as interpersonal communication, experiential learning, nursing care of patients in pain and the management of death and dying. I assumed that during these sessions students were most likely to learn about the conceptualisation of nursing as care and people work.
Wearing night clothes is associated with being a patient, like wearing my uniform is associated with my role as a nurse. The tutor agrees, then, reflecting on the nurse's role, asks: Does X (refers to one of the senior teachers by name) still have that thing that you should smile the whole time ? S. Yes she still has it. T. No wonder patients are confused! ] A student then considers the effects nurses have on patients and says, 'It's dangerous the authority nurses have over patients'. When she is asked to explain what she means, she replies: Some patients become 'pets'.