The Lived Experience of Caring Presence for Nursing Faculty and Nursing Students
The Lived Experience of Caring Presence for Nursing Faculty and Nursing Students

Author: Valerie Taylor-Haslip

Publisher:

Published: 2013

Total Pages: 324

ISBN-13: 9781303082559

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The lived experience of caring-presence phenomenon may have meaning for nursing faculty and nursing students, but is not sufficiently researched in the discipline of nursing. This hermeneutic phenomenological qualitative study is designed to understand the lived experience of caring presence within the context of the nursing faculty and nursing student relationship. Nine full time tenure track nursing faculty and six full time clinical nursing students participated, by means of in-depth interviews describing the meaning of caring presence within a nursing faculty-nursing student relationship. The van Manen phenomenological approach was used as the applied methodology for interpretation and reflection of the findings for this study. The findings of the study reveal caring-presence is a distinct phenomenon with five interconnected essential themes that illuminate the experience. Paterson and Zderad's Humanistic Nursing Theory and Jean Watson's Transpersonal Caring Relationship were used as a framework to reflect upon the findings. The research findings have implications for continued research in the development of caring-presence as a concept and as a phenomenon. The implications for nursing education include development of pedagogical approaches, teaching and learning strategies, and caring science curriculum development based upon the caring-presence relationship of nursing faculty and nursing students. The caring-presence relationship between nursing faculty and nursing students transforms both the faculty and the student.

Nurse Faculty Experience and Meaning
Nurse Faculty Experience and Meaning

Author: Donna J. Pineau

Publisher:

Published: 2018

Total Pages: 226

ISBN-13:

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Caring is a foundational value in nursing. Offering caring is an important challenge in the current health care system which is highly focused on cost and technological advancement. In order to preserve caring in nursing, faculty must remain vigilant with the teaching of caring in all levels of nursing education. Students at the master's level will be the profession's future leaders. Graduate nursing faculty are in a powerful position to teach rich understanding of caring with their master's level students, yet there is very limited research on the teaching of caring at the graduate level. The research question for this study was: What is the lived experience of nurse faculty with the teaching of caring in master's level nursing education? The conceptual framework for the study was Jean Watson s Theory of Human Caring. A hermeneutic phenomenological interpretive design and Van Manen's line-by-line methodological approach guided the analysis of interviews with fifteen nurse educators teaching at the master's level. After final reflection on each interview, data were analyzed across all interviews for identification of themes and the presence of key concepts in Watson's theoretical propositions. Findings revealed three themes. Connectedness: a relationship of reverence; occurs when the respect for the wholeness of the student is central to the teacher. Exemplifying caring: a way of being; represents embodiment of the attributes of caring that becomes the way the teacher expresses and models caring. Upholding the high standards of the caring discipline of nursing; represents faculty's commitment to developing professionalism. Many of the concepts in Watson's theoretical propositions were identified by the participants as they described their experiences of teaching caring. This research has implications for education, practice, policy, and future research. If nursing is to continue as a caring discipline, then caring must be central to the education of students at all levels of nursing education, and must be fully integrated into curricula design, and professional development of faculty. Nurses must advocate for policies and further research related to caring so that health, healing, and humanizing care remains central to the profession.

Reflecting on Presence in Nursing
Reflecting on Presence in Nursing

Author: Emmerentia Du Plessis

Publisher: Cambridge Scholars Publishing

Published: 2021-03-29

Total Pages: 231

ISBN-13: 1527567885

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Presence is essential in nursing. It means to connect with, and attune to, another person for the purpose of healing and enrichment. This book explores the importance of presence in nursing, gathering together various personal accounts of its use in both research and practice. It will allow the reader to reflect on presence, connecting, attuning, finding meaning and joy, and delivering care in a relational way. This book will also be of particular interest to nurse educators and trainers interested in guiding others to acquire presence, in addition to healthcare managers, who will benefit from the chapter on promoting quality in healthcare through relational leadership. The text also has valuable new information to offer to the researcher interested in presence and related concepts such as relational care and relational leadership in healthcare.

Nursing Case Studies in Caring
Nursing Case Studies in Caring

Author: Charlotte Barry, PhD, RN, NCSN

Publisher: Springer Publishing Company

Published: 2015-06-04

Total Pages: 225

ISBN-13: 0826171796

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Uncovers the art and science of nursing grounded in caring for all nursing situations Grounded in the belief that caring is the central domain of nursing, this innovative book presents a new approach to "nursing situations." These are case studies depicting shared lived experiences between the nurse and patient that are studied from various theoretical perspectives. They are designed to foster a nursing student's ability to care effectively for a patient, family, or group. Each case study features a compelling scenario that engages the reader to feel and fully participate in the caring experience. The book presents a variety of situations that new and experienced nurses are likely to encounter, many of which present scenarios that require caring for a patient under difficult or complex circumstances. The book addresses the need, as defined by leading health care and nursing education organizations, for the study of nursing from a contextual, story-oriented perspective. It is based on the Barry, Gordon & King Teaching/Learning Nursing Framework, developed as a guide to uncover the art and science of nursing grounded in caring in all nursing situations. Following a description of the framework's foundational concepts, the text describes how to use nursing situations to facilitate learning. The scenarios offer detailed, practical strategies for analyzing nursing situations in ways that bring to life the simple and complex practice of nursing grounded in caring. These real-life stories also help students understand the impact of health conditions on individuals and families, thereby fostering empathy. Case studies address nursing situations across a variety of populations, health concerns, and practice settings. Using multiple ways of knowing and understanding, each scenario concludes with direct and reflective questions that help students develop nursing knowledge and skills. The book serves as a core resource for nurse educators and students at all levels seeking to study the art and science of nursing grounded in caring. Additionally, the book is a resource for in-service educators in health care systems that specifically address caring as an essential value for practice. KEY FEATURES: Delivers a new approach to nursing education focusing on the context of caring between nurse and patient Presents a collection of real-life nursing scenarios designed to foster caring knowledge and skills under all circumstances Offers detailed, practical strategies for analyzing nursing situations to aid in learning the practice of nursing grounded in caring Helps students to understand the impact of health conditions on individuals and families

Nursing as Caring
Nursing as Caring

Author: Anne Boykin

Publisher: Jones & Bartlett Learning

Published: 2001

Total Pages: 98

ISBN-13: 9780763716431

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Describes a new theory of nursing as caring and caring as a way of nurses living in the world. This theory provides a view that can be lived in all nursing situations and can be practiced alone or in combination with other theories. Illustrates the practical meaning of the theory in a range of nursing situations, discusses nursing service administration from the perspective of the theory, and offers strategies for transforming nursing education based on nursing as caring. Boykin is dean and professor at the Christine E. Lynn Center for Caring, College of Nursing, Florida Atlantic University. Schoenhofer teaches graduate nursing at Alcorn State University. c. Book News Inc.

Transformation and Embodiment
Transformation and Embodiment

Author: Amy Carrier Fanjoy

Publisher:

Published: 2018

Total Pages: 0

ISBN-13:

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Given the importance of caring in nursing, it was necessary to understand the lived experience of learning caring in nursing education. To promote meaningful learning in nursing education, knowledge about nursing students’ experiences of learning caring was necessary. Research related to the phenomenon of learning caring for nursing students was minimal, therefore a need existed for further description and understanding of learning caring from nursing students’ perspectives. This research study was conducted to explore the question, “What is it like for bachelor of nursing students in a four year program to learn caring in a curriculum that has caring as a core value?” The aims of the study were to understand: the meaning of caring for nursing students; the meaning of learning caring for nursing students; factors within nursing education that facilitate and/or limit learning caring for nursing students; and how caring is lived from the nursing students’ perspectives within a curriculum that has caring as a core value. van Manen’s (1997) qualitative phenomenological research approach was employed. In particular, selective thematic analysis, as described by van Manen was used to better describe and understand the lived experience of learning caring for nursing students. The lived experience of learning caring was made up of two phenomenological themes including a transformation in their meaning of caring and embodiment of caring. In addition to nursing students’ lived experiences of learning caring, curriculum documents were analyzed for the presence and absence of caring language. Curriculum documents provided important context to the lived experience of learning caring. Factors that facilitated and/or limited learning caring are offered along with implications for nursing education, education administration, practice, and research.

Creating a Caring Science Curriculum, Second Edition
Creating a Caring Science Curriculum, Second Edition

Author: Marcia Hills, PhD, RN, FAAN, FCAN

Publisher: Springer Publishing Company

Published: 2021-01-07

Total Pages: 346

ISBN-13: 0826136036

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The hallmark text for nursing faculty seeking to promote the transformative teaching of caring science, Creating a Caring Science Curriculum: A Relational Emancipatory Pedagogy for Nursing reflects the paramount scholarship of Caring Science educators. This second edition intertwines visionary thinking with blueprints, exemplars, and dynamic direction for the application of fundamental principles. It goes beyond the conventional by offering a model that serves as an emancipatory, ethical-philosophical, educational, and pedagogical learning guide for both teachers and students. Divided into five units, the text addresses the history of the caring curriculum revolution and its powerful presence within nursing. Unit I lays the foundation for a Caring Science curriculum. Unit II introduces intellectual and strategic blueprints for caring-based education, including action-oriented approaches for faculty–student relations, teaching/learning skills, pedagogical practices, critical-reflective-creative approaches to evolving human consciousness, and power relation dynamics. Unit III addresses curriculum structure and design, the evolution of a caring-based college of nursing, caring in advanced practice education, and the development of caring consciousness in nurse leaders. It also features real-world exemplars of Caring Science curricula. Unit IV includes an alternative approach to clinical and course-based evaluation, and the text concludes with an exploration of the future of the Caring Science curriculum as a way of emancipating the human spirit. Each chapter is structured to maximize engagement with reflective exercises and learning activities that encourage the integration of theory and practice into the learning process. New to This Edition: Updated chapters, case studies, and learning activities Six new chapters that provide guidance on how to create a Caring Science curriculum Exemplars from institutions that have developed Caring Science curricula Key Features: Provides a broad application of Caring Science for teachers, students, and nursing leaders Features case studies of teacher/student lived learning experiences within a caring–loving pedagogical environment Encourages the integration of theory and practice into the learning process with learning activities and reflective exercises Distills the expertise of world-renowned Caring Science scholars

Being Called to Care
Being Called to Care

Author:

Publisher: SUNY Press

Published: 1994-01-01

Total Pages: 238

ISBN-13: 9780791418390

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Although the major part of this book focuses on rethinking nursing education, the essence of this book, the notion of "being called to care" is of relevance to all human service professionals who are responsible for ministering to the needs of others. The authors set the context for what it means to be "called to care" and explore ways of responding to a call. The three themes of vulnerability, authenticity, and structure are presented as foundational. Using a hermeneutic, interpretive approach to inquiry, insights are presented to uncover ways of conceptualizing and practicing curriculum through processes that join persons together in dialogue and reflection.