Canadian Health Workforce Network, University of Ottawa, Ontario, Canada.
Faculty of Nursing Sciences, Université de Montréal, Québec, Canada; Distinguished Caring Science Scholar, Watson Caring Science Institute, USA.
Nurse Educ Pract. 2024 Aug;79:104059. doi: 10.1016/j.nepr.2024.104059. Epub 2024 Jul 11.
The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers.
A caring pedagogical relationship is a powerful strategy to foster students' learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students' learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation.
This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program.
This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled "Educator's conscientization regarding barriers to the development of a caring pedagogical relationship". According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators' dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators' experiences and (d) educators' disinterest in students' learning.
Leaving caring pedagogical relationships' barriers unaddressed has shown adverse impacts on students' learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students' apprenticeship and suggest political actions to build caring and inclusive simulation environments.
CERSES-19-050-D.
本文旨在从护理学生的角度揭示模拟中心关怀教学关系的主要障碍，并提供有针对性的策略来减少这些障碍。
关怀教学关系是在模拟环境中促进学生学习的有力策略。然而，如果护理教育者没有意识到这种关系的障碍，这种关系的发展可能会受到阻碍。因此，这可能会影响学生在这种学术环境中的学习和幸福感。据我们所知，以前没有研究探讨过模拟环境中关怀教学关系的障碍问题。
本研究采用描述现象学方法，即关系关怀探究，从参加本科护理课程的 19 名学生中收集和分析数据。
本文重点介绍了从数据分析和解释中得出的一个现象主题，题为“教育者对发展关怀教学关系的障碍的自觉意识”。根据数据分析和解释，这一现象主题是研究参与者最强调的主题。它源于以下主题：（a）教育者的非人性化实践，（b）破坏性和压力大的学术环境，（c）教育者缺乏经验，（d）教育者对学生学习的不感兴趣。
不解决关怀教学关系的障碍对学生的学习过程及其身心健康产生了不利影响。本文揭示了关怀教学关系的主要障碍，并邀请教育者、管理者和护理领导者意识到这些障碍，并共同参与人性化护理教育。换句话说，我们强调了这些障碍对学生的学徒制的影响，并提出了政治行动来建立关怀和包容的模拟环境。
CERSES-19-050-D。
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