'If I can’t make the theory real then how can the students take it in?'

A few weeks ago, before the students finished term for the summer break, I had a day of facilitating and providing two seminars. The morning seminar was on liver disease and the afternoon seminar was on HIV/AIDS.

I provided the liver seminar in the morning which consisted of anatomy and physiology and then a focus on the diseases associated with the liver. Whilst planning the seminar and in fact whilst planning seminars for all courses, I always remain mindful in ensuring that I connect the theory with clinical. This is not always easy and what I try to do is include a case study which connects the theory to a disease that someone may have. I remember as a student sitting in lectures and being frustrated with the lack of connection between theory and practice. I was not always able to connect my theory with what I was experiencing in clinical, so as a lecturer I always try to ensure that whatever I am teaching is real. Because if I can’t make the theory real and apply it to a real life situation then how can I make the students take it all in?

How do I ensure that the content regarding liver disease, for example when being taught, has the impact it should?

After all, the impact of liver disease on an individual is huge, therefore, as nurses we need to understand the impact a disease has on an individual and their families of course. Therefore as an individual who is teaching disease and disease processes I want the students to “get it”, as in, get the enormity of the impact of illness and disease. I don’t want them to just understand the disease process; I want them to understand the impact jaundice for example may have on someone.

During the liver seminar whilst we were discussing the liver transplant content one of the students informed the class that she had been a live liver donor. This was totally unexpected as I was not aware of this and why should I have been?

This particular student then went on to tell the class about her experience and how it had been for her and her family. She had donated part of her liver for her young son, obviously a very emotional and traumatic experience for her. Not only was I amazed at her bravery for doing the live transplant in the first place, I was amazed at her bravery with being able to share this with the class. By doing so, this student made it real; she made the students get the connection between the theoretical component of disease and the reality of the disease on an individual and their family.

For the HIV/AIDS seminar I had invited a clinical nurse specialist to speak to the students about disease processes and treatment etc… 

This speaker was excellent and ensured the students were provided with the theory to allow them to understand the physiology and disease processes associated with HIV/AIDs. She also went over management and treatments which are available. At the end of the seminar she had invited a guest speaker; he was a gentleman who had been diagnosed with HIV a few years ago. He sat in front of the class and just told us his story. Again a very powerful way to ensure the students made the connection between theory and clinical.

Of course it would not be possible and perhaps maybe unethical for me to provide students with real live examples of a disease or illness for every seminar. However, perhaps in some cases it is appropriate for us to have people come in and speak to our students. The student who had been a live liver donor and the gentleman with HIV, by sharing their experiences, made it so real that I am sure not one of the students present will forget the lectures. I certainly won’t. It was an emotional day but also very valuable and enlightening.

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