Grigsby K A, Megel M E
College of Nursing, University of Nebraska Medical Center, Omaha 68198-5330, USA.
J Nurs Educ. 1995 Dec;34(9):411-8. doi: 10.3928/0148-4834-19951201-05.
Central to nursing practice today is the theme of caring. Yet nursing faculty are themselves experiencing a lack of caring. Faculty frequently voice the complaint that no one in the school of nursing work environment cares about them as they struggle to balance the demands of work with the demands of a personal life. A descriptive phenomenological approach was used to facilitate understanding of the caring experiences of nurses who teach. The question guiding this study was, "How do nurse educators experience caring in their work situations?" Nomination and purposive sampling techniques were used to select seven nurse faculty as participants. Unstructured interviews, lasting approximately one hour, were audiotaped and transcribed. Colaizzi's (1978) methodology was used to analyze the resulting data. Resulting themes included: 1) Caring is Connection and 2) Caring is a Pattern of Establishing and Maintaining Relationships. The use of narrative, journaling, and dialogue are suggested as techniques that will help nurse educators experience caring in schools of nursing.
关怀这一主题是当今护理实践的核心。然而，护理教员自身却体验到缺乏关怀。教员们经常抱怨，在护理学院的工作环境中，当他们努力平衡工作需求和个人生活需求时，没有人关心他们。采用描述性现象学方法来促进对从事教学工作的护士的关怀体验的理解。本研究的指导问题是：“护士教育工作者在其工作环境中如何体验关怀？”采用提名和立意抽样技术选取了七名护士教员作为参与者。进行了时长约一小时的非结构化访谈，并进行了录音和转录。使用科莱齐（1978）的方法对所得数据进行分析。得出的主题包括：1）关怀即联系，以及2）关怀是建立和维持关系的一种模式。建议使用叙事、写日志和对话等技巧，以帮助护士教育工作者在护理学院体验到关怀。
