The experience of RN/BSN students participating in online caring groups

Abstract

The purpose of this phenomenological study was to explore the lived experience of RN/BSN nursing students participating in online caring groups. Six RN/BSN nursing students participated in the research. The interviews were analyzed using a phenomenological methodology, based on a modified Colaizzi approach. The four patterns that emerged during the study were Confirmation of caring, Building caring relationships, Learning the role of the nurse manager and Appreciating diversity. Under the pattern of Confirmation of Caring were the themes caring groups as giving and receiving academic support and caring groups as giving and receiving personal support. Under the pattern of Building caring relationships were the themes of Getting to know people you might not have and The importance of bonding. Under pattern of Learning the role of the nurse manager were the themes of Struggle of giving and receiving criticism and Struggle of working together as a group. Under the pattern of Appreciating diversity were the themes of Diversity of culture and Diversity of points of View. Findings relate to the theory of Nursing as caring, offer insight into nursing students participating in online caring groups, and increase understanding of the reciprocal nature of caring online. Additional research is needed to more fully explore online caring groups within nursing education.

One University Making a Difference in Graduate Education

“…Research data from studies with institutional review board approval on students’ participation in undergraduate Caring Groups (Grams, Kosowski, & Wilson, 1997; Kosowski, Grams, & Wilson, 1997; Welch et al, 2015; Wilson & Grams, 2013; Wilson, Grams, & Kosowski, 1997) and “face-to-face” master nursing students on caring and their experience with the self-care journey (Wilson & Grams, 2007) indicated that they experienced and learned caring. Qualitative research related to the meaning of participating in online Caring Groups for RN/BSN students indicates that it is a positive experience and provides the opportunity to bond with others, build relationships, support self and others, and appreciate “cultural diversity as well as different points of view” (Welch et al, 2015, p. 52). In a beginning study with institutional review board approval, MSN students attending school 95% online and 5% in a “face-to-face” course, report that Caring Groups motivate them to care for self, assist them to “keep on task,” assist with seeing different ideas, allows connection with others, enables them to relate to others going through the educational process, and creates a feeling of belonging, a “life line” and a sense of camaraderie (Brown & Bar, 2016).…”

“…After learning about the success of the online Caring Groups for RN-BSN students (Welch et al, 2015) and the 95% online MSN students (Brown & Bar, 2016), the graduate faculty agreed to adopt an online Caring Group format for all graduate cohorts. Initially, classes were selected each semester to “house” Caring Groups and were coordinated by two faculty members grounded in caring.…”

“…As a means for student and faculty engagement and meaningful communication, online Caring Groups, a new strategy for creating an online community, have been integrated into online graduate education at a university with a philosophy grounded in caring theory (Duffy, 2009; Watson, 2008). There is evidence that Caring Groups provide the opportunity for teaching and learning caring as well as an opportunity to demonstrate caring in an online environment (Welch, Wilson, & Needham, 2015). The purpose of this article is to describe Caring Groups, and Caring Connections sites, including how they were created, how they are used by students, how faculty support students, lessons learned, and the way Caring Groups are integrated into the curriculum, adding to the body of educational caring literature (Table 1).…”