The Experiences of Teaching Caring among Clinical Teachers: A Focus Group Study in Taiwan

2.50
Hdl Handle:
http://hdl.handle.net/10755/154814
Type:
Presentation
Title:
The Experiences of Teaching Caring among Clinical Teachers: A Focus Group Study in Taiwan
Abstract:
The Experiences of Teaching Caring among Clinical Teachers: A Focus Group Study in Taiwan
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Wu, Chao-Hua, MSN, RN
P.I. Institution Name:National Cheng Kung University
Title:Doctoral student
Co-Authors:Chung-Hey Chen, PhD; Tsai-Shin Lee, RN, MS
21st INRC [Evidence-Based Practice Presentation] Background: Caring is valued as a core competence of nurses. However, how caring can be taught in nursing curricula, especially in clinical setting has rarely been explored. Purpose: The purposes of this study were to explore the clinical teachers' cognition of caring, their teaching practice and difficulties, how the teachers incorporate the core value of caring in their teaching and how they lead nursing students to express the sense of care. Methods: Focus group was conducted. Ten clinical nursing teachers participated in three focus group discussions, each 1 to 1.5 hours in length. All group sessions were audio taped and then transcribed and later translated from Chinese to English. Thematic content analysis was used to explore and organize the data. Result: Three essential structures of caring focused clinical teaching were the caring cognition, teaching strategies, and confronting the inappropriate behaviors of nursing students. Caring cognition included sub-themes of empathy meeting patient's basic needs and compassion. Teaching strategies included sub-themes of sense stimulation, simulating, and receptive mind. Confronting the inappropriate behaviors of nursing students included sub-themes of minimizing harm, promoting trust relationship and taking advantages of this turning opportunity. Conclusion: Understanding the realization and difficulty of caring focused clinical teaching can facilitate the establishment of a more supportive milieu and clinical teachers thereby enacting as role models. The findings can be used as a reference by clinical teachers in raising the teaching quality to meet the TNAC (Taiwan Nursing Accreditation Council) standards.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Experiences of Teaching Caring among Clinical Teachers: A Focus Group Study in Taiwanen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154814-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Experiences of Teaching Caring among Clinical Teachers: A Focus Group Study in Taiwan</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wu, Chao-Hua, MSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">National Cheng Kung University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Doctoral student</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">lisa.wu888@msa.hinet.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Chung-Hey Chen, PhD; Tsai-Shin Lee, RN, MS</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Background: Caring is valued as a core competence of nurses. However, how caring can be taught in nursing curricula, especially in clinical setting has rarely been explored. Purpose: The purposes of this study were to explore the clinical teachers' cognition of caring, their teaching practice and difficulties, how the teachers incorporate the core value of caring in their teaching and how they lead nursing students to express the sense of care. Methods: Focus group was conducted. Ten clinical nursing teachers participated in three focus group discussions, each 1 to 1.5 hours in length. All group sessions were audio taped and then transcribed and later translated from Chinese to English. Thematic content analysis was used to explore and organize the data. Result: Three essential structures of caring focused clinical teaching were the caring cognition, teaching strategies, and confronting the inappropriate behaviors of nursing students. Caring cognition included sub-themes of empathy meeting patient's basic needs and compassion. Teaching strategies included sub-themes of sense stimulation, simulating, and receptive mind. Confronting the inappropriate behaviors of nursing students included sub-themes of minimizing harm, promoting trust relationship and taking advantages of this turning opportunity. Conclusion: Understanding the realization and difficulty of caring focused clinical teaching can facilitate the establishment of a more supportive milieu and clinical teachers thereby enacting as role models. The findings can be used as a reference by clinical teachers in raising the teaching quality to meet the TNAC (Taiwan Nursing Accreditation Council) standards.</td></tr></table>en_GB
dc.date.available2011-10-26T13:17:59Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:17:59Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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