Experiential learning: the development of communication skills in a group therapy setting

Abstract

This paper describes the implementation of a teaching programme designed to develop the psycho-therapeutic skills of student nurses in a group therapy setting during a psychiatric nursing module. The teaching programme was designed and carried out by the authors who functioned in a dual role as both classroom teacher and clinical teacher (supervisor). The experiential approach described is seen as being an effective method of introducing students to psychotherapeutic skills, whilst at the same time clearly demonstrating one potential aspect of the psychiatric nurse's role to the students. The rationale for this programme was the view that experiential teaching both in class and in the clinical situation is the most effective way to help learners acquire those skills (Reynolds 1982, Ellis & Watson 1985, Reynolds & Cormack 1985). The outcome of the teaching programme was evaluated by the learners and teachers involved in the therapy. It is proposed that the teaching methods described in this paper facilitated the successful teaching of group psycho-therapeutic skills, and the learners' perception of the psychiatric nurse's role, which Powell (1982) describes as being fundamentally different from that of nurses working in non-psychiatric disciplines.