The Process Structuring the Meaning of Caring Experiences by Nursing Students in the Clinical Practice

Abstract

〔Objective〕 This study aimed to examine the process structuring the meaning of caring experiences in clinical practice by nursing students and the appropriate supports from faculty members for nursing students.

〔Methods〕 Participants were ten nursing students in their senior year at the nursing department of university A. Data were collected through semi-structured interviews and analyzed using a Grounded Theory Approach.

〔Results〕 The initial process structuring the meaning of caring experiences by nursing students in clinical practice consisted of <awareness of patients’ needs>, <subsequent emotions>, and <reviewing care> as an introduction to caring experiences. Caring experiences consisted of <favorable feelings> and <feelings of achievement> as a result of <caring activities>. Finally, the meanings of such an experience resulting in <changes in the recognition and acts of caring>, <self-strengthening>, and <self-deepening> were structured. This process was also shown to be that of deep learning in the students.

〔Discussion〕 The results of the study suggest that it may be necessary for faculty members to identify students in a difficult situation in order to provide them with support promoting the process structuring the meaning of their learning experiences by communicating with them and thinking together.