Kathryn Barnard’s Child Interaction Theory Essay

Experiential Learning and Child Interaction Theory

The appointment of trained nurses happens to be one of the most important fundamentals for healthcare structures to discourse the varied needs of patients. Nursing edification methods’ most essential responsibilities are to provide higher education to nursing students and train clinical staff to deliver safe and not substandard patient care in the future. Nursing instructors have to implement innovative educational approaches to fully involve nursing learners in educational activities in research and vocational sets as a major stride toward this objective.

Mainly looking at neonatal care, the theoretical belief of experiential learning is an acute methodology. Experiential learning is a speculative tactic that focuses on the applicability of familiarity in learning while assimilating hypothetical and practical elements brought forth by the rocky chairs used in all pediatric care units.

Child Interaction Theory was actively influenced by the need to understand how the environment affects the development course of families and children. Informative practices that specialists involved in indulging the mother-infant relationship were at the heart of learning. Experiential learning took place in the hospital, where Barnard started with analyzing disabled children and adults, moving on to the well-child activities.

The Main Concepts of the Theory

This nursing theory is considered to be a middle-range theory because it is expressive, predictive, and instructive, focusing specifically on parent-child interactions and acting as a bridge between research and practice. Its incredible effortlessness of perception application with broad levels of specificity makes it stand out as one of the most well-known and commonly applied middle-range theories (Risjord, 2018). Child interaction theory links to more extensive areas of neonatal care, like the improving health of infants and their families by psychologically focusing on mother-infant interaction.

The environment comprises five interconnected biological, mental, ecological, social, and spiritual aspects. Via layers numbering three of preventative care, the nurse’s role is to ensure the client-environment relationship is steady. Initial avoidance happens before the client experiences a stressor response; intermediate prevention arises after a patient experiences a stressor response.

Final prevention occurs after the client has received medium prevention assistance. Using these concepts of Barnard’s model, the nurse practitioner can easily recognize applicable involvements at several stages of growth and development. In addition, patients can form partnerships to achieve common goals by considering these five environmental elements.

Relation to the Metaparadigm

The confluence of the concepts of care provider, surroundings, and the child is an important topic that concentrates on children ‘s upbringing and development as well as mother-infant connections. Each member’s particular components influence the parent-infant system, and observational learning improves those attributes to fulfill the system’s needs. Barnard’s model connects to the nursing metaparadigm through the following concepts:

• person; this concept refers to understanding auditory, pictorial, and perceptible stimuli and working with them;
• environment (individuals, locations, things, sounds, and sights);
• health: the essential preventive health care should get handled by the family;
• nursing; nurses employ their qualities, attributes, and attitudes to provide education that facilitates changes in families in the long run.

Strengths and Limitations of the Theory

Strengths of Dr. Barnard’s model are:

• Assistance in developing intuitive knowledge guides.
• Highlights and helps in establishing what specific foundation set of practice defines neonatal care.
• A solid connection to practice has changed how healthcare professionals evaluate children in the context of the parent-child relationship.
• Assistance to first-time mothers, and all mothers in general, in finding purpose in the setting of neonatal care by improving the mother-infant relationship.
• Mothers are provided with the assumption directives in caring for their infants while providing their utmost care, therefore defining and amassing knowledge on treating their kids at different scopes.
• Demonstration of the importance of simple notions and our interpersonal relationships in achieving or enhancing psychosocial and mental progress.

In turn, some of the significant barriers to the model can be divided into five categories: