Caring values in undergraduate nurse students: A qualitative longtitudinal study (original) (raw)
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Nurse Education in Practice, 2015
In a climate of intense international scrutiny of healthcare and nursing in particular, there is an urgent need to identify, foster and support a caring disposition in student nurses worldwide. Yet relatively little is known about how core nursing values are shaped during education programmes and this warrants further investigation. This longitudinal study commencing in February 2013 examines the impact of an innovative nursing curriculum based on a humanising framework ) and seeks to establish to what extent professional and core values are shaped over the duration of a three year nursing programme. This paper reports on Phase One which explores student nurses' personal values and beliefs around caring and nursing at the start of their programme. Undergraduate pre-registration nursing students from two discrete programmes (Advanced Diploma and BSc (Honours) Nursing with professional registration) were recruited to this study. Utilising individual semi-structured interviews, data collection commenced with February 2013 cohort (n ¼ 12) and was repeated with February 2014 (n ¼ 24) cohort.
Humanising values at the heart of nurse education
Nursing times
This is the second article in a two-part series exploring how nurses can humanise the care patients receive. The first article presented a theoretical framework based on eight dimensions of what it means to be human (Hemingway et al, 2012). This second article explores how the eight dimensions could be incorporated into pre-registration nurse education by linking them to the Nursing and Midwifery Council standards for competence for entry to the nurse register.
The phenomenon of caring from the novice student nurse's perspective: a qualitative content analysis
International Nursing Review, 2003
Background: Caring has been seen as a nursing term/concept, including all the aspects that are used to deliver nursing care to patients. Sometimes caring has been conceptualized as a relational expression of human concern and as a collection of human activities that assists others. Aim: This study is to identify and describe the nature of the concept 'caring' from the novice student nurse's perspective. Methods: A total of 127 Swedish novice student nurses wrote comments in essay form to the question: 'what is your image of the concept caring?' Data were analysed using qualitative content analysis, with the use of the theoretical framework: 'doing' and 'being' . Findings: Three categories of caring were identified as 'doing' , 'being' and 'professionalism' . The phenomena of caring and the caring process could be illustrated as including hand (doing), heart (being) and brain (professionalism). Conclusions: It is now time to make care more visible as a principle of practice and of moral action. This could be explicit in a clear professional framework and incorporated more fully into nursing education programmes. Caring is to take care of the entire human being physically, emotionally and intellectually. Nurses need to use hand, heart and brain in order to fulfil their commitments.
Canadian Journal of Nursing Research, 2021
Background Most nursing education programs prepare their students to embody humanism and caring as it is expected by several regulatory bodies. Ensuring this embodiment in students and nurses remains a challenge because there is a lack of evidence about its progressive development through education and practice. Purpose This manuscript provides a description of nursing students’ and nurses’ recommendations that can foster the development of humanistic caring. Methods Interpretive phenomenology was selected as the study's methodological approach. Participants (n = 26) were recruited from a French-Canadian university and an affiliated university hospital. Data was collected through individual interviews. Data analysis consisted of an adaptation of Benner’s (1994) phenomenological principles that resulted in a five-stage interpretative process. Results The following five themes emerged from the phenomenological analysis of participants’ recommendations: 1) pedagogical strategies, 2...
A Longitudinal Study Into the Perceptions of Caring and Nursing Among Student Nurses
Journal of Advanced Nursing, 1999
A longitudinal study of a cohort of student nurses was undertaken in order to investigate whether changes in perceptions of nursing and caring take place and how perceptions of nursing and caring are related. The Caring Dimensions Inventory (CDI) and the Nursing Dimensions Inventory (NDI) were employed for data collection at entry to nurse education and after 12 months. There were signi®cant changes in the scores of a range of items in both inventories which suggested that student nurses lose some of their idealism about nursing and caring after 12 months in nurse education. While the overall ranking of items in the inventories was very similar, it was possible to distinguish between the inventories at entry to training and to observe a change, particularly in the CDI, over time by means of Mokken scaling. Nursing and caring would appear to become more synonymous to the student nurses after 12 months in nurse education. Factors scores, for factors identi®ed in the CDI in a previous study, were used to investigate whether these scores changed at 12 months into nurse education compared with entry. No signi®cant changes were detected.
First- and third-year student nurses’ perceptions of caring behaviours
Nursing Ethics, 2010
The aim of this study was to investigate significant differences in the mean scores for the Caring Behaviors Inventory between first-year and third-year nursing students. There were two sample groups: group A comprised 117 first-year nursing students and group B included 49 third-year nursing students (n = 166). All participants were from one Slovenian university. Data were collected by questionnaire and ana- lysed using SPSS v. 17.0. Independent sample t-tests were used for the comparison of means for each item in both groups. The results showed that the students in group B (third year) often agreed more significantly with Caring Behaviors Inventory items than the students in group A (first year). Principles of right action indicate how nurses must behave in order to provide good nursing care. Nursing educators can prepare students through demonstrations of their own behaviour in practice
Scandinavian Journal of Caring Sciences, 2020
Humanistic caring, a nursing competency: modelling a metamorphosis from students to accomplished nurses Background: Most nursing regulatory bodies expect nurses to learn to be humanistic and caring. However, the learning process and the developmental stages of this competency remain poorly documented in the nursing literature. Methods: The study used interpretive phenomenology, and 26 participants (students and nurses) were individually interviewed. Benner's (1994) method was adapted and concretised into a five-phase phenomenological analysis to assist with intergroup comparisons. Results: Critical milestones and developmental indicators were identified for each of the five stages of the 'humanistic caring' competency. Satisfaction and meaning at work seemed closely connected to the development of 'humanistic caring'. Links emerged between the development of 'humanistic caring' and three other competencies. Conclusions: Nurse educators might insist on the fact that 'humanistic caring' goes beyond nurse-patient communication and that it is integrated in nursing care. The findings highlight that nurses' working conditions should be improved in order to uphold humanistic caring after graduation.
The impact of nurse education on the caring behaviours of nursing students
Nurse Education Today, 2009
This study aimed to ascertain whether nursing students' perceptions of caring behaviours as part of nursing practice change over a three-year, pre-registration, undergraduate nursing course. Students are expected to have a predisposition to care with nurse education nurturing and developing this into professional caring behaviour. However, there is some evidence that this process inures rather than develops these behaviours.
A model of professional nurse caring: nursing students' experience
Journal of Advanced Nursing, 1998
A model of professional nurse caring: nursing students' experience Research into caring from the perspective of nursing students is poorly documented. This paper presents a study which described the construct of caring as experienced by students in pre-registration programmes at two universities in New South Wales, Australia. Qualitative data were collected using a questionnaire and semi-structured interviews. From the analysis of the data a model of professional nurse caring from the student's perspective was created. In this model, compassion, as the core of caring is actualized in the students' nursing of patients by communicating, providing comfort, being competent, being committed, having conscience, being confident and being courageous. Communication is not only an actualization of this caring but constitutes an important medium for the expression of caring actions.