The University of Texas at Austin School of Nursing.
J Holist Nurs. 2021 Jun;39(2):164-173. doi: 10.1177/0898010120937849. Epub 2020 Jul 15.
Studies of joyful experiences in teaching nursing and related implications are lacking in the literature. The concept of joy seems undervalued yet critical to the theoretical basis for improving holistic faculty experiences and potentially affecting students and patients. The purpose of this study is to give voice to instances of joyful teaching identified by nursing faculty and to consider related implications, including advancing holistic nursing education. In this sequential exploratory multimethod study, faculty discussed joyful teaching, responded to survey questions, and completed a Likert-type measure of outcomes. Eleven faculty were interviewed; interviews were digitally recorded and professionally transcribed. Interviews were coded using qualitative content analysis; quantitative data provided frequency counts. Four main themes emerged: "aha" moments, faculty validation, witnessing transformation, and planting seeds. Faculty shared experiences with peers, students, or both, and occasionally with others. Three outcome themes of joy were identified: transcendence, meaning, and activity. The most frequently reported significance of joy was hope and resilience. Joyful experiences belong in the literature and can inform holistic practice. Our results suggest that joyful moments support faculty and that students and patients may also benefit from this emotion, even though it has been undervalued in nursing research.
关于护理教学中快乐体验的研究及其相关意义在文献中较为缺乏。快乐这一概念似乎未得到充分重视，但它对于改进整体教学体验的理论基础至关重要，可能会对学生和患者产生影响。本研究旨在表达护理教师所识别的快乐教学实例，并探讨相关意义，包括推进整体护理教育。 在这项顺序探索性多方法研究中，教师讨论了快乐教学，回答了调查问题，并完成了结果的李克特量表评估。对 11 名教师进行了访谈；访谈进行了数字记录并由专业人员进行了转录。访谈使用定性内容分析法进行了编码；定量数据提供了频率计数。 出现了四个主要主题：“啊哈”时刻、教师验证、见证转变和播种。教师与同事、学生或两者分享经验，偶尔也与其他人分享。确定了三个与快乐相关的结果主题：超越、意义和活动。快乐最常被报告的意义是希望和韧性。快乐体验属于文献范畴，可以为整体实践提供信息。我们的研究结果表明，快乐的时刻对教师有支持作用，学生和患者也可能从这种情绪中受益，尽管它在护理研究中被低估了。
