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First-year nursing students-developing relational caring practice through inquiry.
The Journal of Nursing Education
|May 8, 2015
Summary
This study shows that aesthetic learning helps nursing students connect with themselves and others, fostering essential caring attributes for practice. It supports personal and professional growth during their transition into nursing school.
Area of Science:
- Nursing Education
- Transformative Learning
- Aesthetic Pedagogy
Background:
- Healthcare education faces challenges in cultivating respectful, community-engaged practitioners.
- Aesthetic and transformative learning approaches are key to developing caring attributes in students.
Purpose of the Study:
- To explore the interrelatedness of self, other, and caring in first-year nursing students.
- To evaluate an aesthetic curriculum project designed to foster caring attributes.
- To support students' personal and professional development.
Main Methods:
- Utilized relational inquiry and transformative learning theory.
- Developed and evaluated an aesthetic curriculum project for first-year nursing students.
- Focused on students' in-the-moment experiences during their transition into nursing school.
Main Results:
- Experiential learning opportunities facilitated deeper understanding.
- Supported the development of relational caring practices.
- Fostered personal and professional transformations in novice nurses.
Conclusions:
- Aesthetic learning creates pivotal moments for students.
- Novice nurses can explore the interconnectedness of self, other, and caring.
- This approach aids in their development as nurses.
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