Using the Embodied Self Methodology to Address Intersectionality Through the Discharge of a Patient with Young Onset Dementia

Abstract

Background

Teaching nursing students to fully empathize with the important principles of diversity and intersectionality can pose a challenge for nurse educators.

Aim

To improve student nurse's communication skills during complex discharge planning.

Method

Through an interactive multi-professional team (MPT) role play, nurse educators incorporated principles of Cultural Safety, Embodiment, and Humanistic Learning Theory to draw students in a Return-to-Nursing Programme into fully participating in an experiential session to plan the discharge of a patient with Dementia.

Results

Intersectional revelations which came to light included causation of moral distress, language usage, assumptions being made about the patient and career, lack of inclusivity which students were then able to analyze further.

Conclusion

Evoking compassionate leadership through this type of simulation supports students to learn and improve the care of vulnerable patients.