Caring : perceptions of students and a community college diploma nursing program / Karen Elizabeth Doran

While caring has been a recent focus of nursing and curricula for
\nnursing education, little research exists on student and faculty
\nperspectives of caring. There is a particular lack of research on
\ncaring within diploma nursing programs which prepare the majority
\nof Registered Nurses in Ontario. This researcher sought to
\ninvestigate to what extent a diploma nursing program in an Ontario
\ncommunity college, enables caring among its' students and faculty.
\nWhat behaviours/practices inhibit and foster caring from student
\nand faculty perspectives? A phenomenological approach was used to
\ngain the student and faculty views of caring and uncaring
\nexperiences within the nursing program. Three senior nursing
\nstudents and three full-time nursing faculty described their
\nexperiences of caring and uncaring, and the effects of these
\nexperiences on them. The descriptions were analyzed using a
\nmodification of Giorgi's method of analysis. Based on the findings,
\nbehaviours which inhibit and foster caring were identified. The
\nmeaning of caring for each participant and for the whole was
\ndescribed and a visual description of the structure of the meaning
\nof caring is proposed. The visual description illustrates
\nvulnerability as pivotal to the caring experience and the effect of
\nbehaviours which inhibit and foster caring on the extent to which
\ncaring is enabled. The emergence of the role and importance of the
\none cared-for and their freedom to be cared-for is discussed. Two
\ncategories of caring emerged from this study, day to day caring and
\ncaring in a crisis. The two categories of caring are compared to Noddings* (1984) discussion of 'rule-bound* caring and caring
\nwithout rules. A question is raised regarding a relationship
\nbetween faculty caring and the nursing students' apparent conflict
\nwith their image of a nurse and their image of themselves.
\nImplications of the research include development of strategies to
\nfoster caring in practice and in education and the development of
\nnursing curricula to incorporate theories of caring and qualitative
\napproaches to learning. There are implications for faculty in terms
\nof collegial relationships and as role models for students and each
\nother. Further research on the notion of vulnerability in caring
\nand what influences one to care or not care is suggested. Research
\nfocusing on the one cared-for and on the possibility of faculty-student
\nresearch teams is recommended.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.