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Examining nursing students' learning through reflective analysis using Ray's Transcultural Caring Dynamics in Nursing
Tzu-Jung Tseng1, Marilyn A Ray2,3, Chiung-Jung Wu4,5,6
1Department of Nursing, Chang Gung University of Science and Technology, Puzi City, Chiayi County, Taiwan.
BMC Medical Education
|April 17, 2025
Summary
Nursing students gain self-awareness through critical reflection, emphasizing individualized and culturally sensitive care. This enhances their professional competence to meet diverse patient needs.
Area of Science:
- Nursing Education
- Professional Development
- Transcultural Care
Background:
- Critical reflection is essential for nursing students to develop into caring professionals.
- Cultural sensitivity and empathy are crucial for providing effective care to diverse patient populations.
- The global nursing shortage impacts care quality, highlighting the need for well-trained professionals.
Purpose of the Study:
- To explore nursing students' reflections on the meaning and practice of caring in professional nursing.
- To understand how students perceive patient-centered care and its connection to self-awareness and family relationships.
Main Methods:
- Analysis of written reflections from 32 nursing students at a Taiwanese university.
- Utilized Ray's theory of Transcultural Caring Dynamics for thematic analysis.
- Examined dimensions of caring, ethics, context, and spirituality in student reflections.
Main Results:
- Four key themes emerged: meeting physical/psychological needs, learning caring ethics, external influences on caring, and enhancing the caring experience.
- Students recognized the importance of respecting individual integrity and rights.
- Family, peers, and community significantly impact the development of caring experiences.
Conclusions:
- Individual patient needs are paramount in delivering appropriate nursing care.
- Diverse teaching and learning strategies effectively foster self-awareness in nursing students.
- Developing culturally appropriate care decisions is a key outcome of reflective practice.
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