Human caring and relationship skills curriculum

Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

human caring and relationship skills curriculum

Apr 15, Creating a Caring Science Curriculum|The hallmark text for nursing faculty approaches for faculty-student relations, teaching/learning skills. my involvement with an integrated academic nursing curriculum and efforts to find . Development of a helping-trusting, human caring relationship;. 5. Promotion and . and with each other, and with themselves the knowledge, skills, and. Sep 1, Introduction: Faculty- student caring relationship in nursing education . in basic skill and professional value acquisition” (Coyle-Rogers , P. ). of a' caring' curriculum in Taiwan: part II, Journal of Nursing Education.

Watson notes the absence or separation of caring from the care environment. That is, nurses are drawn to the human side of nursing and believe in the posiitve effect of human caring on health outcomes Watson, With the concerns about economics and the place that economics has in all areas of life, it is often difficult for healthcare providers to justify, from an economic standpoint, allowing staff to take the time to build caring relationships with patients.

These core concepts are the following: There are ten carative factors and these are the following. Briefly, the application of the theory is demonstrated as the practice of loving-kindness, equanimity, authenticity, enabling, cultivating a spiritual practice; developing a relationship that is helping-trusting; enabling the expression of both positive and negative feelings; having a caring-healing practice; a willingness to learn for the caring experience; being able to engage in a teaching-learning experience that is genuine; enabling and creating environments that are healing; caring for basic needs, both spiritual and physical; and, being open to spirituality Watson Caring Science,2.

To counter this experience, cultivating caring in nursing practice seems to be a pre-requisite for basic peace of mind for the nurse practitioner. This can be cultivated if the ability to cultivate caring is part of the curriculum in nursing education.

Conceptual Framework

The literature was consisted of two books from two known theorists, and 47 relevant articles. Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process.

This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.

Caring, Nursing education, Faculty, Student Introduction Studies in higher education show the significant of a learning atmosphere that is caring, confident, and welcoming, and favorable to academic growth for all students. In the pedagogic context caring "involves developing rapport and going out of one's way to provide learning experiences geared toward students' attributes".

Behaviorism tradition at education, inflexibility in scheduling educational programs, and administrative process are some of the factors that limit the application of caring collegiate environment.

Conceptual Framework

According to Watson, the issue that prevents teacher-student interactions from being respectful, fruitful, and remedial is lack of caring at colleges, educational systems, and society.

He considers caring as a mutual relationship between a care giver and receiver. From caring perspective, teaching-learning process is a mutual relationship between a teacher and student in which their participation is vital to make learning meaningful.

Understanding Human Relations

To achieve this goal, nursing researchers and experts have made an effort to incorporate human caring paradigm into nursing educational program. Nursing faculty are trying to incorporate caring as a valued basis in philosophic principals and educational programs. However, studies that provide insights on how caring can be applied as an educational approach are very limited. However, they all confirm that there is a lack of caring concept analysis in education. Also, the meaning of caring in education is less precise.

They pointed out that the caring concept in education is very similar to its concept in practice in their study and caring in teacher-student relationship is assumed to be similar to patient care behavior. For instance, Beck stated some metaphors of caring in nursing education without its precise definition.

  • Jean Watson’s Theory of Care & Its Application in Nursing Practice

It indicates that they are insufficient to draw a comprehensive picture of caring concept in education. They are also involved in holistic patient care as team leaders at different levels of management.

More specifically, this study aimed to: Methods This study was conducted using a descriptive cross-sectional survey design. Sample and setting Due to the large size of the potential target population for the study and accessibility of the selected hospitals, convenience sampling was used for recruiting nurses and nursing assistants providing bedside care. Nurses working in management were excluded from the study.

human caring and relationship skills curriculum

We collected data from four different healthcare institutions in Slovenia, ranging from large university clinical centers to small general hospitals and different units. The reason for this choice was the large regional coverage achieved by including the two largest secondary healthcare level institutions and two hospitals from other regions.

Despite the small number of institutions included in the study, their geographical distribution contribute to better generalizability of the results. Questionnaires were distributed to 1, nursing assistants and nurses, representing The questionnaires returned gave an overall response rate of The same four health care institutions were used to collect data from patients who were discharged during the time of the study.

Questionnaires were distributed to 1, patients and questionnaires were returned, giving an overall response rate of Measures Two questionnaires were used, one for nurses and nursing assistants and another for patients.

Questions were adapted to the local environment. The item questionnaire uses a 1-to-5 Likert scale. Respondents circle the number best corresponding to their belief concerning the statement where 1 represents not at all, 5 extremelyfrequency where 1 represents almost never, 5 almost always and satisfaction where 1 represents very unsatisfied, 5 very satisfied.

Items are grouped in the following ten carative factors: Humanism items 1—6 ; Hope items 7—13 ; Sensibility items 14—19 ; Helping relationship items 20—26 ; Expression of emotions items 27—32 ; Problem solving items 33—38 ; Teaching items 39—47 ; Environment items 48—54 ; Needs items 55—64 ; Spirituality items 65—70 Cossette, ; Cossette et al.

human caring and relationship skills curriculum

The mean score was calculated for each of ten carative factors with an additional overall caring score that was calculated by averaging the individual scores. The reported Cronbach alpha coefficients between sub-scales varied from 0. Questionnaires were translated into the Slovene language by a professional translator.

Translations were discussed in the group of six researchers and nursing experts, to assess content validity, acceptability and feasibility.

Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

We used questions related to satisfaction received from nurses during the hospital stay three questions. For this part a 4-level scale was used with the following levels: Data collection and ethical considerations Data were collected in August All four health care institutions review boards gave written permission for the research. Participants were informed about the study aims prior to administration of the questionnaires. The researchers handed out questionnaires to members of nursing teams in different units in the four different health care institutions, including nursing assistants and nurses.