Tseng Tzu-Jung, Ray Marilyn A, Wu Chiung-Jung
Department of Nursing, Chang Gung University of Science and Technology, Puzi City, Chiayi County, Taiwan.
Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, Florida, USA.
BMC Med Educ. 2025 Apr 17;25(1):559. doi: 10.1186/s12909-025-07123-9.
Critical reflection empowers nursing students understanding as they become caring health professionals. Clinical nursing staff must have cultural sensitivity and empathy to provide culturally relevant care that meets the needs of patients from diverse cultures and ethnicities. Currently, the nursing profession is facing a shortage of nurses, which challenges the quality of care in Taiwan and the global community. An important mission of education is to cultivate nursing students with the professional competence to provide appropriate care to patients and families. This study explored nursing students' reflections on the meaning of caring in professional nursing.
Data were collected from the written reflections of 32 who completed their basic professional nursing courses at a Taiwanese university. A reflective thematic analysis guided by Ray's theory of Transcultural Caring Dynamics in Nursing and Health Care, highlighting the dimensions of caring, transcultural ethics, transcultural context, and universal sources (spirituality), was used to provide an understanding of how students viewed integrative patient-centred caring, and how they gained self-awareness and insights into their family relationships.
Four themes were derived from students' reflective documents. The identified themes included building a caring experience to meet individuals' physical and psychological needs; learning caring ethics by respecting individual's integrity and rights; family, school peers, and communities affecting the caring experience, and exploring teaching and learning approaches to enhance the caring experience.
Findings from students' reflections indicate that individual patient needs should be considered when providing appropriate nursing care. Additionally, multiple teaching-learning strategies demonstrated their effectiveness in enabling nursing students to develop self-awareness in seeking an understanding of culturally appropriate care decisions.
批判性反思有助于护理专业学生成长为有爱心的健康专业人员。临床护理人员必须具备文化敏感性和同理心，以便提供符合不同文化和种族患者需求的具有文化相关性的护理。目前，护理行业面临护士短缺的问题，这对台湾及全球社区的护理质量构成挑战。教育的一项重要使命是培养具备专业能力的护理专业学生，以便为患者及其家庭提供恰当的护理。本研究探讨了护理专业学生对专业护理中关怀意义的反思。
数据收集自32名在台湾一所大学完成基础专业护理课程的学生所写的反思内容。以雷的《护理与医疗保健中的跨文化关怀动态理论》为指导，采用反思性主题分析，突出关怀、跨文化伦理、跨文化背景和普遍来源（精神层面）等维度，以了解学生如何看待以患者为中心的综合关怀，以及他们如何获得自我意识并洞察自己的家庭关系。
从学生的反思文件中提炼出四个主题。确定的主题包括构建关怀体验以满足个人的生理和心理需求；通过尊重个人的完整性和权利来学习关怀伦理；家庭、学校同伴和社区对关怀体验的影响，以及探索教学方法以增强关怀体验。
学生反思的结果表明，在提供适当的护理时应考虑个体患者的需求。此外，多种教学策略在促使护理专业学生在寻求理解文化上适当的护理决策时培养自我意识方面显示出有效性。
