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Caring experiences of nurse educators

K A Grigsby1, M E Megel

  • 1College of Nursing, University of Nebraska Medical Center, Omaha 68198-5330, USA.

The Journal of Nursing Education
|December 1, 1995
PubMed
Summary
This summary is machine-generated.

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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.

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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.