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Influence of an Experiential Education Session on Nursing Students’ Confidence Levels in Performing Selected Complementary Therapy Skills

University of Minnesota School of Nursing, 5-160 Weaver-Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455; chlan001{at}umn.edu

Linda Halcon, PhD, RN, MPH

School of Nursing; Graduate School in Nursing; University of Minnesota.

Mary Jo Kreitzer, PhD, RN

Center for Spirituality and Healing at the University of Minnesota; School of Nursing; R25 CAM Education Project (NCCAM, NIH R25-AT00556).

Barbara Leonard, PhD, RN, FAAN

Graduate School in Nursing; Center for Child and Family Health Promotion Research; University of Minnesota.

Efforts are under way in many nursing education programs across the United States to incorporate content into curricula on complementary/alternative therapies (CAT). Many of these efforts focus on didactic presentation of content. There is an absence of nursing programs that provide students with opportunities to actually experience and practice CAT skills; little is known about how these hands-on learning experiences affect confidence in applying selected CAT skills in beginning nursing practice. This article highlights efforts at the University of Minnesota School of Nursing to integrate practice and experience in selected CAT skills (music, hand massage, imagery, breathing/ mindfulness, reflexology) into an existing senior undergraduate clinical skills laboratory course. Students (n= 86) who participated in the class reported significant increases in their confidence levels after the experiential sessions for all of the CAT skills practiced. Directions for future curriculum integration efforts are discussed as well as opportunities for expansion of CAT skills experiences.

Key Words: complementary and alternative therapies • psychomotor skills • nursing education

Complementary Health Practice Review, Vol. 10, No. 3, 189-201 (2005)
DOI: 10.1177/1533210105284044


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