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UBC Theses and Dissertations
Undergraduate nursing students’ perceptions of caring Best, Mary Veronica
Abstract
What does caring mean to nursing students? How and from whom do they learn about caring? In order to better understand the meaning of caring in nursing and in nursing education, as well as how people demonstrate caring, nursing students' perceptions and experiences of caring were investigated in this study. Other researchers have investigated caring in nursing and nursing education, however, references related to students' experiences of caring in nursing education are sparse. Sixteen in-depth interviews were carried out with research participants from a large Western Canadian university school of nursing. Three major areas were explored: students' descriptions of caring, the effect of context on students' perceptions of caring, and faculty members from whom students learned about caring. Students identified five descriptors that represented caring: empathy, helping others by doing things for and with them, compassion, professional caring, and holism. Contextual influences on caring identified by students were also explored. Data describing caring faculty members were summarized with the acronym, C.A.R.I.N.G.: Capabilities; Attitudes towards students; Responses to students; Intuition; Nature of the instructor; and Generosity towards students. Students' descriptions of uncaring faculty members were placed into the acronym as well. In addition, participants described ideal faculty members and role models of caring. Conclusions were developed from this investigation. Implications were identified for nursing educators, nursing education administrators and nursing students. The first conclusion was that empathy is critical to caring. Implications for promoting empathy were addressed through the concept of reciprocity. The second conclusion was that caring requires effective communication. Implications for enhancing communication were explored through the term dialogue between educational administrators, educators and students. A third conclusion was that an emphasis on caring has to be developed and maintained throughout nursing education. Implications for achieving this emphasis were explored through collective commitment to encourage caring by faculty and administrators. Finally, the expectations for faculty members by students, administrators and themselves were examined. Implications were addressed through balancing the tension between these expectations which at present do not create balance between academic, professional and personal demands.
Item Metadata
Title |
Undergraduate nursing students’ perceptions of caring
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1995
|
Description |
What does caring mean to nursing students? How and from whom do
they learn about caring? In order to better understand the meaning of caring
in nursing and in nursing education, as well as how people demonstrate
caring, nursing students' perceptions and experiences of caring were
investigated in this study. Other researchers have investigated caring in
nursing and nursing education, however, references related to students'
experiences of caring in nursing education are sparse.
Sixteen in-depth interviews were carried out with research participants
from a large Western Canadian university school of nursing. Three major
areas were explored: students' descriptions of caring, the effect of context on
students' perceptions of caring, and faculty members from whom students
learned about caring.
Students identified five descriptors that represented caring: empathy,
helping others by doing things for and with them, compassion, professional
caring, and holism. Contextual influences on caring identified by students
were also explored. Data describing caring faculty members were summarized
with the acronym, C.A.R.I.N.G.: Capabilities; Attitudes towards students;
Responses to students; Intuition; Nature of the instructor; and Generosity
towards students. Students' descriptions of uncaring faculty members were
placed into the acronym as well. In addition, participants described ideal
faculty members and role models of caring.
Conclusions were developed from this investigation. Implications were
identified for nursing educators, nursing education administrators and
nursing students. The first conclusion was that empathy is critical to caring.
Implications for promoting empathy were addressed through the concept of
reciprocity. The second conclusion was that caring requires effective
communication. Implications for enhancing communication were explored
through the term dialogue between educational administrators, educators
and students. A third conclusion was that an emphasis on caring has to be
developed and maintained throughout nursing education. Implications for
achieving this emphasis were explored through collective commitment to
encourage caring by faculty and administrators. Finally, the expectations for
faculty members by students, administrators and themselves were examined.
Implications were addressed through balancing the tension between these
expectations which at present do not create balance between academic,
professional and personal demands.
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Extent |
8512641 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-01-11
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0064486
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1995-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.