Hanson L E, Smith M J
Shepherd College, Shepherdstown, West Virginia, USA.
J Nurs Educ. 1996 Mar;35(3):105-12. doi: 10.3928/0148-4834-19960301-05.
The purpose of this study was to describe the meaning of baccalaureate nursing students' lived experience of caring and not-so-caring interactions with faculty. The research questions explored the phenomenon of being cared-for or not-cared-for by asking, "What does being cared-for by faculty mean to baccalaureate nursing students?" Students were also asked to describe not-so caring interactions with faculty. Seventeen baccalaureate nursing students at a private liberal arts college and 15 baccalaureate nursing students at a public university were interviewed. Transcripts of the tape-recorded interviews were analyzed using Giorgi's technique. After reflection upon the content of the interviews, significant statements were identified, meaning units were developed, and themes were extracted which were then abstracted into categories of Recognition, Connection, and Confirmation/Affirmation. Finally, general structural descriptions of phenomena of a caring and of a not-so-caring interaction were constructed. Implications for teaching, research, and practice are described.
本研究的目的是描述护理学本科学生与教师之间关怀与缺乏关怀互动的生活体验的意义。研究问题通过询问“教师的关怀对护理学本科学生意味着什么？”来探索被关怀或未被关怀的现象。学生们还被要求描述与教师之间缺乏关怀的互动。对一所私立文理学院的17名护理学本科学生和一所公立大学的15名护理学本科学生进行了访谈。使用 Giorgi 技术对录音访谈的文字记录进行了分析。在对访谈内容进行反思后，确定了重要陈述，形成了意义单元，并提取了主题，然后将这些主题归纳为认可、联系和确认/肯定等类别。最后，构建了关怀互动和缺乏关怀互动现象的一般结构描述。阐述了对教学、研究和实践的启示。
