The Pedagogy of Caring in Nursing Education

MacNeil, Melanie; Evans, Marilyn

doi:10.20467/1091-5710.9.4.45

Cited by 11 publications

(13 citation statements)

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“…Faculty who instil a positive outlook and compassion may encourage persistence among students (Dillon & Stines , Shelton ). Growth, increased self‐knowledge and confidence and empowerment are some of the outcomes from faculty's positive attitude and compassion towards students (Hughes , MacNeil & Evans ).…”

Section: Discussionmentioning

confidence: 99%

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Perceptions matter: faculty caring, campus racial climate and academic performance

Torregosa

Ynalvez

Morin

2016

Journal of Advanced Nursing

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Section: Discussionmentioning

confidence: 99%

“…Some outcomes from caring relationships include feelings of support from faculty, growth, change and empowerment (Hanson & Smith , Beck , Gillespie , MacNeil & Evans ). Through caring relationships with faculty, students experience being valued, affirmed (Beck , Gillespie , Lee‐Hsieh et al .…”

Section: Introductionmentioning

confidence: 99%

Perceptions matter: faculty caring, campus racial climate and academic performance

Torregosa

Ynalvez

Morin

2016

Journal of Advanced Nursing

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“…The importance of bonding, being present and authenticity were also discussed as supported by others [40] [44] [50] including MacNeil and Evans' [28] research with students. Bonding was also characterized by such attributes as openness, affirmation, attentiveness, concern, trust, kindness and nearness, also evidenced in the literature [5] [44] [51].…”

Section: Bondingmentioning

confidence: 81%

“…In this study, perceptions of care also included the aspect of love. MacNeil and Evans [28] studied the concept of care in nursing education from the perspective of students. In this study, students were asked to describe moments of caring experienced in the educational setting.…”

Section: Focus Group Studies On Perceptions Of Care/caringmentioning

confidence: 99%

Meanings Given to Professional Care: Focus Group Results

Kalfoss¹,

Scient²

2017

OJN

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Background: Many studies have focused on exploring the concept of care from patient and nurse perspectives, but knowledge is limited regarding student perceptions. Objective: To explore the meanings given to the concept of professional care from the perspective of graduate students in nursing and pastoral care. Research design: A qualitative study was employed with the formation of six focus groups. Data were analyzed via a thematic content analysis of the discussions. Participants and research context: Thirty-one students attending a University College in Oslo participated. Findings: Seven main themes and forty-four subthemes were identified. Major themes included reverence and respect for the dignity and value of human life, bonding, sensitive to self and other, communication, competence, willfulness and deep caring. Discussion: Different levels of intentionality, professional comportment and caring consciousness were revealed in the discussions. Findings also lend support to major beliefs and values in Watson's Human Caring Theory. Conclusion: The focus groups generated valuable detail of complex experiences behind student's perceptions, attitudes, beliefs and actions. Focus group methodology can enhance holistic nursing practice by providing opportunities to explore and clarify holistic care values, create opportunities for self-awareness and transformative learning in education, clinical practice, administration and research.

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“…When students see the atmosphere of caring in education, they learn a professional way of behaving ( 5 ). Although several studies have been conducted on the importance of caring and introducing this concept in education, a clear or precise definition of caring in nursing education can rarely be found in the literature ( 1 , 6 , 7 ). It is assumed that caring in education is only a similar concept transferred from the clinical environment.…”

Section: Introductionmentioning

confidence: 99%

Principle-based concept analysis: Caring in nursing education

Salehian¹,

Heydari²,

Aghebati³

et al. 2016

Electron physician

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IntroductionThe aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles.MethodsA principle-based concept analysis method was used to analyze the nursing literature. The dataset included 46 English language studies, published from 2005 to 2014, and they were retrieved through PROQUEST, MEDLINE, CINAHL, ERIC, SCOPUS, and SID scientific databases. The key dimensions of the data were collected using a validated data-extraction sheet. The four principles of assessing pragmatic utility were used to analyze the data. The data were managed by using MAXQDA 10 software.ResultsThe scientific literature that deals with caring in nursing education relies on implied meaning. Caring in nursing education refers to student-teacher interactions that are formed on the basis of human values and focused on the unique needs of the students (epistemological principle). The result of student-teacher interactions is the development of both the students and the teachers. Numerous applications of the concept of caring in nursing education are available in the literature (pragmatic principle). There is consistency in the meaning of the concept, as a central value of the faculty-student interaction (linguistic principle). Compared with other related concepts, such as “caring pedagogy,” “value-based education,” and “teaching excellence,” caring in nursing education does not have exact and clear conceptual boundaries (logic principle).ConclusionCaring in nursing education was identified as an approach to teaching and learning, and it is formed based on teacher-student interactions and sustainable human values. A greater understanding of the conceptual basis of caring in nursing education will improve the caring behaviors of teachers, create teaching-learning environments, and help experts in curriculum development.

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The Pedagogy of Caring in Nursing Education

Cited by 11 publications

References 0 publications

Perceptions matter: faculty caring, campus racial climate and academic performance

Perceptions matter: faculty caring, campus racial climate and academic performance

Meanings Given to Professional Care: Focus Group Results

Principle-based concept analysis: Caring in nursing education

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