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Related Experiment Videos

A phenomenological study of faculty-student caring interactions

R S Dillon1, P W Stines

  • 1Nurse Aide/Home Health Aide Program, Cape Cod Community College, Centerville, MA, USA.

The Journal of Nursing Education
|March 1, 1996
PubMed
Summary

Faculty caring behaviors are perceived by practical nurse and nurse aide students as recognizing individuality and sharing self and time. This knowledge can enhance nursing education and student interactions.

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development
  • Qualitative Research

Background:

  • Caring is a fundamental nursing tenet, emphasized by a 1990 National League for Nursing resolution for curriculum integration.
  • Previous research identified faculty as key role models influencing nursing students' professional self-concept regarding caring.
  • Effective demonstration of caring by nurse educators is crucial for student development.

Purpose of the Study:

  • To explore practical nurse and nurses' aide students' perceptions of faculty caring behaviors.
  • To replicate a phenomenological study on caring behaviors conducted with baccalaureate nursing students.

Main Methods:

  • Phenomenological research approach.
  • Exploration of student experiences with faculty caring behaviors.

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  • Data collection from practical nurse and nurses' aide students.

    • Main Results:

    • Students perceived faculty caring through recognition of their unique individuality.
    • Sharing of faculty's self and time was identified as a key caring behavior.
    • Unique "positive-negative" responses were observed in entry-level students.

    Conclusions:

    • Faculty caring behaviors are experienced by students as personal recognition and self-disclosure.
    • Findings offer insights for nursing faculty to enhance caring interactions with students.
    • Understanding entry-level student perceptions can inform pedagogical strategies in nursing education.