An Investigation of Methods of Teaching Rehabilitation in Medical-Surgical Nursing in the Diploma Program

Rehabilitation is interpreted to mean restoration of the sick and disabled patient to optimum physical, mental, social, and vocational well-being. All illnesses, acute or chronic, medical or surgical, are recognized to have disabling effects. Modern treatment includes emphasis on teaching the patient to accept his disability and capitalize on the abilities left him. This trend has implications for the nursing profession. Traditionally, the nurse has rendered supportive bedside care, administering to the patient\u27s physical needs. More recently, the profession has accepted the obligation to plan for and offer comprehensive care, considering the patient\u27s physical, social, emotional, spiritual, economic, and mental problems. That rehabilitative measures are part of comprehensive care is evident, but the actual role of nursing in the rehabilitation team, particularly as it operates on behalf of patients other than orthopedic or neurosurgical, is yet to be determined. Schools of nursing must consider how best to prepare the new graduate to assume her responsibilities for rehabilitating all types of patients. This paper is an attempt to determine the effectiveness of certain kinds of teaching methods applied to the medical-surgical course, to help nursing students to develop and implement a philosophy of rehabilitation. Since clinical instruction is three-fold, including formal classes, ward teaching, and supervised experience,· the study explores teaching methods which might be used in all three areas. The research is limited to one hospital school which offers a three-year diploma program in nursing education