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The experience of the educational re...

McKee, Sue Ellyn.

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The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry./
作者:	McKee, Sue Ellyn.
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.
Contained By:	Dissertation Abstracts International66-05B.
標題:	Health Sciences, Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173439
ISBN:	9780542126246

The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry.
McKee, Sue Ellyn.

The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry. - 139 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2005.

The experience of the educational relationships between and among nursing educators and nursing students was the focus of this interpretive inquiry. Caring in nursing education has been supplanted with the need to produce technologically competent nurses. However, in 1994, the National League for Nursing called for nursing educators to return caring to the curriculum. The purpose of this study was to explore these relationships with regard to if and how caring, as a spiritual concept, might be conveyed.

ISBN: 9780542126246Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry.
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100 1 $a McKee, Sue Ellyn. $3 1914189
245 1 4 $a The experience of the educational relationships between and among nursing educators and nursing students: An interpretive inquiry.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.
500 $a Chair: Mary K. Cooper.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2005.
520 $a The experience of the educational relationships between and among nursing educators and nursing students was the focus of this interpretive inquiry. Caring in nursing education has been supplanted with the need to produce technologically competent nurses. However, in 1994, the National League for Nursing called for nursing educators to return caring to the curriculum. The purpose of this study was to explore these relationships with regard to if and how caring, as a spiritual concept, might be conveyed.
520 $a Ten students and six faculty from a midsize college of nursing participated in conversational interviews. The themes of the phenomenon that emerged could be arranged within five main categories: the emerging relationship; the progressing relationship; the sustained relationship; the peer relationship; and technology and relationships.
520 $a Findings revealed that faculty chose to create an andragogical atmosphere to help students achieve academic success and demonstrated genuine concern for their well-being. Faculty and students described the relationships as trusting, approachable, mutually respectful, and warm. Both groups identified knowledge and competence as caring attributes. Students felt empowered to advocate for their patients because they cared about them. While caring was exhibited in the classroom, it was more pronounced in the clinical setting. Students recognized that faculty role modeled caring in their interactions with hospitalized patients and mimicked this in their work with patients and each other.{09}An implication of this study is that caring can be returned to nursing education by using an andragogical approach in the curriculum. Andragogy is the art and science of helping adults learn.
520 $a Caring in nursing education needs to be studied further. Since this study represents one small group in one college of nursing, it should be replicated in other colleges of nursing. Additionally, there were no male participants in this study. Follow up conversations with these graduated nurses after spending time in the workplace would be of benefit. Since specific courses on caring have not been added in the curriculum, further research might include whether an andragogical environment would introduce or enhance caring in health care and other disciplines.
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