Background:Despite an enormous amount of research supporting the necessity for a caring perspective in nursing education, the literature reflects a dearth of information on efforts to uphold the internalization of the value of caring throughout the nursing curricula.Aim: To explore the lived experiences of the nurses in relation to their caring competency grounded in competency-based education (CBE) pedagogy.
Methods:This study is a Heideggerian hermeneutic phenomenology. The professional nurses (n = 10) were selected using purposive sampling from a tertiary private hospital in Manila, Philippines, between February and March 2016. The data were collected through in-depth semi-structured interview and observation. The analysis and interpretation were guided by Van Manen's six-step method of phenomenology, and the criteria of qualitative scientific rigor were followed.
Results and Discussion:The results revealed five themes: (1) caring as outcome-oriented; (2) caring as transformative moment by moment; (3) caring as selfless commitment; (4) caring as valuing the worth of human life; and (5) caring as an achievement of a transcendent level of self-fulfillment. Further, the caring competency of nurses was symbolically represented by an upward spiral staircase which could be considered as a metaphor for growth.
Conclusion:The CBE was found to be effective in developing the caring competency of nurses, wherein it goes through a complex transformation process as they face different kinds of situations and experiences. The caring competent nurse can provide a holistic approach in providing care to various types of patients.
K E Y W O R D Scaring, caring competency, competency-based education, hermeneutics, nurses, phenomenology