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This situation can be turned into a comfortable one by engaging family members with the active sharing of power and her family could have helped her to bathe in order to make her comfortable , p. Three major transition points have been observed in the life of Emma, which has also been a frightful journey. The night which turned Emma into a patient, was a nightmare and shook all the balance Emma had in her life.

Right after the haemorrhagic stroke Emma turned into a disabled paralysed person, who needs to be dependent on others for almost every activity. From the days of being a therapist, when Emma treated as well as cared for disabled patients, she launched herself in the same area where she used to care for the patients, but this time she was the patient herself. From being an adventure lover, Emma turned into a drooling baby overnight, who needs help for each possible activity.

Prior to this stroke attack, Emma climbed mountains and delved into hard work and hardcore physical activities, while after the stroke attack, Emma got her physical conditions imbalanced and even depended on nurses to move her body parts and carry out daily activities like walking, eating, bathing. Moreover, just like a baby she had no speech of her own and had to learn how to speak out her emotions via speech therapy Emma-gee. After months of physiotherapy, Emma was able to collect her body balance again. However, her body balance was still loose and she had to take support while walking just like a baby.

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Emma had to deal with series of dis-respective and mentally draining activities in the rehab centres during her physiotherapy sessions as well as interactive sessions with her family. The primary criteria of SBNC approach are to provide a collaborative care to the patient by engaging family members and patient both. As mentioned by the author, video games help to improve motor skills and can be helpful for patients to regain their motor functions Ignatavicius and Workman, , p.

Moreover, family appears as strength for a patient during their hard times and thus must be engaged on a daily basis for delivering SBNC to Emma. Emma during her rehab days was fed by caregiver and had problems while eating. Here Emma could have been taught to keep her head proper in position and the process of swallowing soft food herself in order to strengthen her emotional mindset based on the views of Ignatavicius and Workman, , p. Mild mobility exercises like mild stretching, joint movement, still standing and walking activities can be considered in case of Emma, instead of forceful stretching in physio sessions.

As per AFCNA practices, family members can be considered as an extraordinary aspect in improving communication of a patient with disabled speech and motor activities by means of gestures and facial expressions. As family members in case of Emma were close to her and could understand her emotions in best possible manner, they would have been involved in speech therapy of Emma to facilitate the holistic approach in SBNC. Strength based nursing care SNBC is one of the most effective processes for the treatment assistance. Kemp et al.

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It can control the pain and encourage the body health psychologically that could result in proper sleeping of the patient. Uniqueness is the process of SBNC that could help to analyse the response and identification of symptom of the patient. She can talk with parents and rest of the family members. Martyn et al. Moreover in case of Emma, her family could have marked out, that their daughter is dealing with utter anxiety and she needs mental comfort. Anxieties can cause serious damage to stroke patients and lead to delay in the recovery process. Emma could have been encouraged by the adventure stories of mountain climbing, she could have been engaged in her own bath sessions in order to make her feel motivated and this aspects can only be delivered with the help of parents influenced by the view of Kemp et al.

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Holism and embodiment is the process that helps to look after the patient personal needs regarding the issue of health. In case of Emma, rehab care units could have involved Emma in activities, which would have kept her engaged towards the recovery process with nominal mental stress that would have involved in SBNC approach.

Collaborative partnership is the process that that helps the patient in a collaborated way.


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According to Eliot et al. It can be done by setting a common ground, short goal and course of action to attain. In case of Emma, Nurses could have involved her family, for example her twin sister Bec, with whom Emma was close to for motivating Emma to get well soon and take part in mountain sports again. This practice can enhance SBNC activities as the main ground of SBNC lies in self empowerment of patients and motivating a person to get up and live up her dreams is definitely an empowering aspect as mentioned by Button et al. It can be concluded that Emma is suffering with neurological issue and she needs a special care for treatment.

The strength based nursing process would play the key role to improve health of Emma. A nurse should perform a proper nursing operation and should aware the patient with current state of the disease. A nurse should talk with the parents and try to know the initial symptoms of the disease that could help in the nursing process in a better way.

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So, it can be said that a strength based nursing has some specific methods and it must be followed by nurse or caretaker. Aoun, S. Enabling a family caregiver-led assessment of support needs in home-based palliative care: Potential translation into practice.


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Ayis, S. Baatiema, L. Button, D.

Elliott, S. Using a modified team-based learning approach to teach nursing students about communicable disease control and community health nursing. The Book Emma Gee. Haley, W. Long-term impact of stroke on family caregiver well-being A population-based case-control study. Hinkle, J. Ignatavicius, D. New York: Elsevier Health Sciences. Kemp, S. Strength-based practice and parental engagement in child welfare services: An empirical examination.

Martyn, J. Accordingly, the National Curriculum Guidelines have promoted changes in teaching and learning, referring to active learning methods and incorporating teaching technologies. Moreover, calling attention to the importance of a critical-reflexive education committed to the implementation of health care policies, to the complexity of the professional world, and to the population's health care needs 2.

Therefore, one of the challenges of training health care professionals is to build knowledge according to the Unified Health System SUS routine and to adopt a pedagogical stance that includes the principle of integrality. Furthermore, one of the greatest challenges faced today by nursing professors is to offer teaching methods that increase interest and develop student learning 3.

In the context of Brazilian public universities, students are inserted in a connected world as multiple task agents and are exposed to digital media huge amount of information and stimuli. With that in mind when discussing necessary changes in adult health care teaching, we set ourselves the goal to seek answers that would delimit content and determine knowledge building. We sought to rethink thus our practices in order to not reproduce old truths and situations. We tried to propose a transformation that promotes student involvement, stimulating questions instead of answers, doubts instead of certainties, questioning instead of prescribing.

We so acted as to give professional training creative and innovative features in accordance with a new worldview 4. Hence, we revisited concepts, assumptions, or procedures and related them directly or through inquiries to history, to ways of organizing knowledge as close as possible to care provision. The latter in turn has been a constant topic for this group of professors when discussing integral health care for an increasingly older population.

More critical is Brazil's situation with its social inequalities and difficulties in accessing the health care system.

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On the other hand, nursing has been intensively incorporating new technologies with hospital having a central role in the solution of health care issues. The necessity to innovate teaching and learning procedures and methods adopted on hospitalized adults health care made us focus initially on the following question: What and how do we expect to teach? Assuming we are dealing with a theoretical and practical learning, our efforts turned to define knowledge and skills associated with the course under our responsibility. In this sense, the present study aims to report the experience of professors from a public university in the Southern region of Brazil in using case studies and role play as teaching strategies in nursing care to hospitalized adults.

This is an experience report of a learning strategy adopted in Nursing Care of Adults I with course load of hours per semester, from Monday to Thursday, offered in the fourth stage of Bachelor in Nursing to an average of 40 to 50 students every semester. The course aims to provide students with technical and scientific systematized knowledge of nursing care of adults in clinical and surgical situations, considering its insertion within family, society, and public policies.

Changes began to be incorporated from the second semester of onwards, period of transition to new curriculum. The group of eight professors responsible for the course met previously, an average of two hours per week for a year to discuss changes in previous curriculum and how they could implement these changes. Discussions have been recorded in minutes.

Considering professors' different understandings and motivations, they sought texts and successful experience reports in the health care area. Other variables were then considered, e. In these meetings, we have chosen case studies and role play as a teaching technique capable of approximating learning to challenges inherent to hospitalized adults integral care.

Five case studies were prepared with their respective scenarios to be developed during the semester. Case studies result from the Problem-based learning PBL educational approach 5 , while role play originated in psychodrama 6 , later incorporated in educational activities; and, even if they use different educational references, we understand that these techniques could be integrated and complementary, both in theoretical and practical activities.

Even without completely adopting the PBL method, however, institutions have invested in this educational proposal, which comprises teamwork, interrelationships among prior knowledge, inseparability of theory and practice, search for solutions to practical problems, respect to student independence, and formative evaluation 2 , 5 , 7. One of the techniques described by PBL is the cases studies to be developed in tutorial groups. These are narratives within a determined context experienced by the student in practice fields, adding prior knowledge to the theme proposed, stimulating the elaboration of questions to be answered, and researching sources that may contribute to this course 5 , 8.