Kosowski M M
Kennesaw State College, Marietta, Georgia 30061, USA.
J Nurs Educ. 1995 May;34(5):235-42. doi: 10.3928/0148-4834-19950501-10.
The purpose of this critical phenomenological study was to discover, describe, and analyze how nursing students learn professional nurse caring in the clinical context of nursing education. In this article, I report on interviews from 18 female baccalaureate nursing students, 17 of whom are European American and one of whom is African American. Participants in this study narrated their stories about learning caring by first describing their understanding of how they created caring with patients. After uncovering the layers of their patient care interactions, they were then able to answer the research question of how they learned caring in clinical. Because participants' interactions with patients were the context for the development of their understanding of caring, I identify the relational theme of caring and interacting with patients as the central focal point for narrating stories about caring. From the data analysis, I report two constitutive patterns: the first, creative caring, contains seven themes, and the second, learning caring, contains five themes. Findings from this research are summarized as "embodied caring knowledge." This research has implications for nursing faculty, students, and practitioners who are interested in enhancing their understanding of living and learning caring within nursing.
这项批判性现象学研究的目的是发现、描述和分析护理专业学生如何在护理教育的临床环境中学习专业护理关怀。在本文中，我报告了对18名女性护理学学士学位学生的访谈，其中17名是欧美裔，1名是非洲裔美国人。本研究的参与者首先描述了他们对如何与患者建立关怀的理解，讲述了他们学习关怀的故事。在揭示了他们与患者护理互动的各个层面后，他们能够回答关于他们如何在临床中学习关怀的研究问题。由于参与者与患者的互动是他们对关怀理解发展的背景，我将关怀与患者互动的关系主题确定为讲述关怀故事的核心焦点。通过数据分析，我报告了两种构成模式：第一种是创造性关怀，包含七个主题；第二种是学习关怀，包含五个主题。本研究的结果总结为“体现关怀知识”。这项研究对有兴趣加深对护理中生活和学习关怀理解的护理教师、学生和从业者具有启示意义。
