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Caring as an imperative for nursing education.

Patricia R Cook1, Janice A Cullen

  • 1School of Nursing, University of South Carolina, Aiken, USA.

Nursing Education Perspectives
|October 8, 2003
PubMed
Summary

This study integrates the concept of caring into nursing education using Watson's caring theory and Bloom's taxonomy. It outlines strategies for teaching and assessing caring competencies in an associate degree nursing program.

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Area of Science:

  • Nursing Education
  • Healthcare Education
  • Curriculum Development

Background:

  • Caring is a fundamental aspect of nursing care.
  • Nurse educators face challenges in teaching the value of caring.
  • Watson's and Bloom's models offer theoretical frameworks for understanding and developing caring competencies.

Purpose of the Study:

  • To describe the integration of the concept of caring across an associate degree nursing curriculum.
  • To outline strategies for teaching and assessing caring in nursing education.

Main Methods:

  • Utilized Watson's theoretical framework for human care.
  • Applied Krathwohl, Bloom, and Masia's affective domain model for value development.
  • Integrated caring concepts throughout individual clinical courses.

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Main Results:

  • Successfully threaded the concept of caring across the nursing curriculum.
  • Developed and implemented specific teaching/learning and assessment strategies for caring.
  • Demonstrated a structured approach to embedding caring into nursing education.

Conclusions:

  • Watson's and Bloom's models provide a robust foundation for integrating caring into nursing education.
  • A systematic curriculum-wide approach is effective for developing caring competencies in nursing students.
  • The described strategies offer a practical model for other nursing programs seeking to enhance caring education.