Level of Instructor Caring

Only available on StudyMode
  • Topic: Nursing, Bachelor of Science in Nursing, Master of Science in Nursing
  • Pages : 20 (5630 words )
  • Download(s) : 49
  • Published : May 1, 2013
Open Document
Text Preview
-------------------------------------------------
Student Nurses’ Perception on the Caring Attributes of their Clinical Instructors -------------------------------------------------

-------------------------------------------------

-------------------------------------------------
A Synthesis Paper
-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

-------------------------------------------------
May 2012
-------------------------------------------------

-------------------------------------------------

-------------------------------------------------

I. Introduction
Background of the Study
Nurses’ responsibilities and workloads have been magnified by the changes in the health care delivery systems around the globe. Nurses must now deal with patients’ increased acuity in regard to their health care needs. Despite such hardships, nurses must find ways to preserve their caring practice. Jean Watson’s caring theory can be seen as an indispensable tool to accomplish this goal. Caring has been valued as a central component of nursing for the past three decades. Tanner (1990) emphasized caring as a core value in nursing education and practice. Since caring is the central focus of nursing, close attention should be given to the practice, study, and teaching of caring. It is the clinical instructor’s role to provide students an opportunity to experience in the clinical field what cannot be fully captured in the classroom. In some nursing literature, the stressful nature of student clinical learning has been widely described. As stated by Heart (1990), high anxiety contributes to the decrease of student learning. With the proliferation of nursing schools in the country in answer to the mass retirement of the baby boom nurses abroad, it is imperative to maintain the quality of nursing education given to student nurses. The three aspects of nursing excellence namely skills, knowledge, and attitude should be honed and developed in each new nurse. Students learn a professional way of integrating caring into the delivery of health care when they perceive the climate of nursing education as caring. The caring interactions between faculty and students are analogous to that of the nurse- patient relationship. Caring practices of faculty are subtly communicated by the way they teach, their priorities and methods, and the way they interact with students (Tanner, 1990). However, even if caring is a core value of professional nurses, Watson (2002) says that the knowledge and techniques embedded in the practice of caring are often invisible. As implied by Coates (2002), few researches and studies have been made on the concept of caring because the construct is difficult to operationalize. In her dissertation, Letzkus (2005) mentioned that the interactions with caring and non-caring instructors experienced by the students during their clinical learning have not been defined in previous studies. In addition, there has been lack of empirical data concerning student perceptions of clinical instructor caring. Thus, nursing students’ perceptions of the caring attributes of their clinical instructor may unfold the elusive and invisible dimensions of how student nurses learn to care for their patients. Despite difficulties in defining and operationalizing the construct of caring, an instrument to measure faculty-student caring interactions, as perceived by students, may serve as a “pointer along the way” to understanding how students learn to care (Watson, 2002, p. 7). Therefore, the purpose of this...
tracking img