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Faculty's perceptions of humanistic teaching in nursing baccalaureate programs
Shieu-Ming Chou1, Fu-In Tang, Ying-Chun Teng
1Department of Nursing, Chang Jung Christian University, Taiwan. smc710@mail.cju.edu.tw
The Journal of Nursing Research : JNR
|April 16, 2003
Summary
Faculty perceive humanistic teaching in nursing programs as involving availability, caring, authenticity, empowerment, and a transformative curriculum. These five elements are essential for effective nursing education.
Area of Science:
- Nursing Education
- Qualitative Research
- Humanistic Pedagogy
Background:
- Humanistic teaching is crucial in nursing baccalaureate programs.
- Understanding faculty perceptions is key to enhancing teaching practices.
Purpose of the Study:
- To investigate faculty perceptions of humanistic teaching in nursing baccalaureate programs.
- To identify the core elements of humanistic teaching from the faculty's perspective.
Main Methods:
- Qualitative study involving interviews with 10 nursing faculty members from five universities in the southern USA.
- Data collected in June-July 2002, audio-taped, transcribed verbatim.
- Inductive data analysis to identify common themes and categories.
Main Results:
- Five essential elements emerged: availability, caring, authenticity, empowerment, and a transformative curriculum.
- Faculty highlighted the importance of these elements in fostering humanistic nursing education.
- Perceptions varied but centered on these core components.
Conclusions:
- Humanistic teaching in nursing baccalaureate programs is defined by five key faculty-perceived elements.
- These findings can inform curriculum development and faculty training in nursing education.
- Emphasizing these elements can enhance the quality of nursing education and student development.