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Faculty-Student Caring Interaction in Nursing Education: An Integrative Review
Maryam Salehian1, Abbas Heydari1, Nahid Aghebati1
1Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Journal of Caring Sciences
|October 4, 2017
Summary
Faculty-student caring relationships in nursing education enhance student learning and self-actualization. This review analyzes caring interactions, identifying key attributes and achievements for improved educational programs.
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Faculty-student caring relationships are recognized for enhancing nursing students' learning experiences.
- These relationships foster a desire to care for others and promote self-actualization.
Purpose of the Study:
- To analyze the concept of faculty-student caring interactions within nursing education.
- To identify the attributes and achievements of caring in the nursing education context.
Main Methods:
- An integrative review based on the Walker and Avant concept analysis methodology.
- Literature search included two books and 47 articles from 2005-2014 across databases like MEDLINE, CINAHL, ERIC, SCOPUS, and SID.
Main Results:
- Caring in nursing education is defined as faculty-student interaction rooted in ethical and human values.
- Attributes include value development, moral principles, educational flexibility, objective learning patterns, and dynamic processes.
- Environmental support, consistent human relationships, and deep knowing are crucial.
Conclusions:
- Internalization of values, enhanced self-esteem, and peace are key achievements of caring in nursing education.
- Findings can inform the development of nursing educational programs and curricula.
- Promoting caring interactions is vital for human evolution in healthcare professionals.
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