Nursing Students’ Care Awareness Development Process and Its Support in Gerontological Nursing Practice

Abstract

〔Aims〕To clarify the process of how nursing teachers who are skilled in gerontological nursing support the relationship between students and the elderly and foster the students’ awareness of care.

〔Methods〕Semi-structured interviews were conducted with seven nursing teachers who were experienced in gerontological nursing, and qualitative and inductive analysis of the results was conducted.

〔Results〕From the intergenerational exchanges supported by nursing teachers four categories were extracted for the first process （creation of opportunities）, six categories for the second process （promotion of independence）, and three categories for the third process （deepening of the realization of care）. As a result of intergenerational exchange support, a “comfortable care relationship” was established between the students and elderly persons.

〔Conclusions〕The nursing faculty’s support for the students’ involvement in the program suggested that the students’ sense of care had improved from a sense of care directed toward themselves, to a sense of care directed only toward the elderly, and then to a sense of care directed toward both themselves and the elderly.