Novice and expert perceptions of psychological care and the development of psychological caregiving abilities

Despite the wealth of research pointing to the centrality of psychological care in illness, there appears to be a lack of consensus concerning its nature and the means by which psychological caregiving abilities are acquired. This has an impact on nurse educators, who must identify and harness the perceptions which students hold, and identify the processes which might contribute to their skill development, as they progress from ‘novice’ to ‘expert’. ms of this small qualitative study were to compare novice and expert perceptions of the nature of psychological care, and to identify those processes that may contribute to nurses’ ability to apply psychological understanding in practice. ollection methods comprised interactive interviews with qualified and novice student nurses, which were analysed thematically using an adaptation of Colaizzi’s (1978) reductive procedure. Results suggest that, whilst there is considerable overlap in themes identified between the two groups, novices consider a broader range of themes to be central to psychological caregiving than do experts; similarly, novices identify more contributory factors than do experts in explaining the process of acquiring skill in psychological caregiving. Possible reasons for these differences are considered. this study is limited in size and scope, the ultimate goal is to utilize central themes within a model of psychological caregiving, which might inform nurse education. In this way, educational programmes might be appropriately focused upon students’ needs within the context of real clinical experience.