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Caring experiences of nurse educators
1College of Nursing, University of Nebraska Medical Center, Omaha 68198-5330, USA.
The Journal of Nursing Education
|December 1, 1995
Summary
Nurse educators often feel uncared for, impacting their well-being. This study found that caring in nursing education involves connection and relationship building, suggesting narrative and dialogue can foster a more supportive environment.
Area of Science:
- Nursing Education
- Phenomenology
- Qualitative Research
Background:
- Caring is a core tenet of nursing practice.
- Nursing faculty report a lack of caring within their work environment.
- Work-life balance challenges exacerbate feelings of being uncared for among faculty.
Purpose of the Study:
- To explore and understand the lived experiences of caring among nurse educators.
- To answer the guiding question: "How do nurse educators experience caring in their work situations?"
Main Methods:
- A descriptive phenomenological approach was employed.
- Seven nurse faculty were selected using nomination and purposive sampling.
- Data were collected through unstructured, audiotaped interviews and analyzed using Colaizzi's methodology.
Main Results:
- The analysis revealed two primary themes regarding nurse educators' experiences of caring.
- Theme 1: Caring is Connection.
- Theme 2: Caring is a Pattern of Establishing and Maintaining Relationships.
Conclusions:
- Caring in nursing education is fundamentally about connection and relationship dynamics.
- Strategies such as narrative, journaling, and dialogue are recommended to enhance caring experiences for nurse educators.
- Fostering a caring environment is crucial for nursing faculty well-being and professional satisfaction.
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