Nursing Faculty Members’ Involvement in Students’ Wonder During Their First Practice in Developing the Nursing Process

Abstract

〔Aims〕To clarify faculty members’ involvement in students’ wonder during their first practice in developing the nursing process.

〔Methods〕 Semi-structured interviews, thematic analysis, and pattern analysis were conducted with faculty members who had more than six years of nursing education experience and were in charge of students’ first practice in the nursing process.

〔Results〕Faculty members’ involvement entailed the following stages: Stage 1, anticipating and preparing for the wonder, Stage 2, noticing the wonder, Stage 3, considering the meaning of the wonder, Stage 4, facing and developing the wonder, and Stage 5, seeing the wonder turn into a deeper thought. There were two patterns in the development of these stages: a pattern in which the stages were followed sequentially, and a pattern in which the stages went back and forth.

〔Conclusions〕It was suggested that the faculty members were always attentive to the students without detaching themselves from the students’ emotions, and engaged with the students by developing a problem-solving process using reflective thinking. Since it is considered that students’ wonder promotes mutual growth between teachers and students, it is necessary to create a practical environment that values students’ wonder.