Witnessing change with aspiring nurses: a human becoming teaching-learning process in nursing education

Area of Science:

• Nursing Education
• Qualitative Research
• Pedagogical Models

Background:

• Meaningful reflection is crucial for nursing student development.
• Dr. Rosemarie Rizzo Parse's human becoming teaching-learning model offers a framework for reflective practice.
• Existing literature highlights the need for structured approaches to facilitate student self-discovery.

Purpose of the Study:

• To explore the incorporation of the human becoming teaching-learning model into nursing education.
• To examine how nurse educators facilitate student reflection using this model.
• To understand the impact of this model on nursing students' discovery of meaning.

Main Methods:

• Qualitative study involving two nurse educators.
• Implementation of Parse's human becoming teaching-learning model.
• Analysis of student journal entries and student work themes.
• Facilitation of student dialogue within the teaching-learning process.

Main Results:

• The human becoming model facilitated meaningful student reflection and self-discovery.
• Journaling and dialogue were effective tools for exploring personal meaning.
• Student work revealed emergent themes related to personal and professional growth.
• Nurse educators identified key considerations for model implementation.

Conclusions:

• The human becoming teaching-learning model provides an effective framework for enhancing nursing student reflection.
• Integrating this model supports students in finding new meaning in their experiences.
• Further development and application of this model in nursing education are recommended.