ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book examines one dimension of the conundrum, namely use student-centred learning and teaching methods in nurse education and their interrelationships with patient-centred nursing care. Analysis of the nurse teacher and student nurse data, however, suggests that use of a variety of teaching methods which are stimulating and interesting, and which do not comply to use of a single learning theory is appropriate. The nurse teacher interviewees were also shown to believe that they influence students when learning about nursing, but thought students’ own peers and clinical staff were a more important influence. Caring for students was seen as desirable by the interviewees but different in terms of the quality and quantity of care they would give to patients. The cognitive and affective components of attitudes have been explored with regard to the multi-faceted concepts of student-centred learning and teaching and patient-centred care.
