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Creating a caring learning environment

G M Redmond1, J M Sorrell

  • 1College of Nursing and Health Science, George Mason University, Fairfax, VA, USA.

Nursing Forum
|October 1, 1996
PubMed
Summary
This summary is machine-generated.

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This study explored undergraduate nursing students' experiences with caring faculty and learning environments. Findings highlight the significant impact of faculty actions on fostering a supportive and caring educational atmosphere for nursing students.

Area of Science:

  • Nursing Education
  • Pedagogy
  • Student Experience

Background:

  • Creating a supportive learning environment is crucial for nursing education.
  • Student perceptions of caring significantly influence their educational journey.

Purpose of the Study:

  • To explore undergraduate nursing students' lived experiences with caring and uncaring interactions within their academic environment.
  • To identify key factors contributing to a caring learning environment in nursing curricula.

Main Methods:

  • Qualitative research design utilizing student narratives.
  • Data collection involved N=23 undergraduate nursing students sharing their experiences.
  • Thematic analysis to identify patterns in student-described caring and uncaring experiences.

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Main Results:

  • Two primary patterns emerged: "The Power of the Faculty" and "Creating a Caring Learning Environment."
  • Faculty actions and behaviors were central to students' perceptions of caring.
  • Specific environmental factors were identified as either promoting or hindering a caring atmosphere.

Conclusions:

  • Faculty play a pivotal role in shaping the learning environment for nursing students.
  • Implementing strategies based on these findings can enhance caring faculty practices.
  • Developing a truly caring learning environment is essential for nursing student well-being and professional development.