The inclusion of cognitive behavioural therapeutic components in the undergraduate nursing curriculum. A systematic integrative review of the evidence

Batterbee, R. (2020) The inclusion of cognitive behavioural therapeutic components in the undergraduate nursing curriculum. A systematic integrative review of the evidence. Nurse Education Today, 94 . Article 104567.

Abstract

Background

Despite the increasing evidence base for the use of cognitive behavioural interventions in nursing, the extent to which therapeutic interventions and their components are included in the undergraduate curriculum in Australia remains unclear.

Objectives

To explore if and how cognitive behavioural components are being taught to undergraduate nursing students. to deliver outcome benefits to students and patients.

Design

An integrative literature review reporting links between CBT components and methods taught in pre-registration nurse education.

Findings and Conclusion

Based on an analysis of current literature, it is suggested that evidence-based cognitive behavioural components are being taught to undergraduate nursing students. The study reports that teaching cognitive behavioural components can bring clinical benefits to positive patient outcome, to student wellbeing and study performance. However, the teaching of cognitive behavioural conceptual models as a therapeutic skill was found to be limited. Recommendations to incorporate a simple, evidence based cognitive behavioural conceptual tool, highlights how nurse educators can address the requirement to teach from the current evidence base.

Item Type:	Journal Article
Murdoch Affiliation:	Nursing
Publisher:	Elsevier
Copyright:	© 2020 Elsevier Ltd.
URI:	http://researchrepository.murdoch.edu.au/id/eprint/57525

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