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Faculty-student interactions and the student-perceived climate for caring.
1School of Nursing, University of Texas, Austin.
ANS. Advances in Nursing Science
|March 1, 1992
Summary
Nursing students learn caring through faculty interactions. Key educational processes include modeling, dialogue, practice, and confirmation, fostering a caring climate essential for future primary caregivers.
Area of Science:
- Nursing Education
- Qualitative Research
- Moral Development
Background:
- Caring is a fundamental value in nursing practice.
- Educational strategies for cultivating caring in nursing students require investigation.
- Understanding student perceptions of a caring climate is crucial.
Purpose of the Study:
- To describe the climate for caring as perceived by junior nursing students.
- To identify specific faculty behaviors and interactions that create a caring climate.
- To explore the educational processes involved in learning caring within nursing.
Main Methods:
- Qualitative inquiry was employed.
- Data were collected from 10 junior nursing students.
- Focus on student perceptions of faculty behaviors and interactions.
Main Results:
- Students perceived a climate for caring through specific faculty-student interactions.
- Four key interactional processes were identified: modeling, dialogue, practice, and confirmation.
- These processes align with components of moral education.
Conclusions:
- Modeling, dialogue, practice, and confirmation are essential faculty-student interactional processes for developing a caring climate in nursing education.
- These findings offer insights into effective pedagogical approaches for nursing schools.
- Educating future nurses in caring requires intentional faculty engagement through these identified processes.