While genetics has traditionally focused on a non-directive way of communicating information to diagnose and manage rare conditions for which there might not be effective interventions [ 36].
According to this proposal, adolescents should be merely informed in an entirely non-directive way of the possibility of being screened and about what screening can achieve.
Parents are taught to play with their children in a positive and non-directive way and to apply behaviour management techniques such as using clear instructions and appropriate consequences for noncompliance.
The HypoAware approach encourages future trainers to stimulate participants in a non-judgmental and non-directive way to share their experiences and learn from each other rather than from a tutor.
Dutch stakeholder also recognised the value of informed choice: "….being explicitly informed before making a choice is important to consider all the pro's and con's before making a choice….. ..... (A1-Dutch, policy/development). "…women are being counselled in a non-directive way, so they are able to make an individual choice.... .......... (A4-Dutch, professional specialism).
"….being explicitly informed before making a choice is important to consider all the pro's and con's before making a choice….. ..... (A1-Dutch, policy/development). "…women are being counselled in a non-directive way, so they are able to make an individual choice.... .......... (A4-Dutch, professional specialism).
However, clinicians may avoid raising uncomfortable topics [ 26- 28] and often lack skills and confidence in helping patients in non-directive ways [ 29].
Given these aims, humanistic counsellors tend to work in non-directive ways, listening intently to clients and using the depth of the encounter to understand how they experience their world.
As evidenced by our findings that lack of directive substantive way of learning reflected students learning needs.
Lack of directive substantive way of learning indicates that on one hand the formal curriculum needs further development.
As nurse educators, we might as well think of the two questions: "Are we teaching our students the art of caring?" and "Should we be teaching caring in a more directive substantive way?" The findings of this study reflected what students really wanted were the teaching of the art of caring and teaching caring in a more directive substantive way.
