Nursing students’ process of respecting children’s feeling

Abstract

 This study aimed to describe the process of nursing students’ practice in terms of respecting children’s feeling, using qualitative inductive research with reference to the grounded theory approach. Participants were 7 students in A University college of nursing (third year university students: 3 participants and fourth year university students: 4 participants) who had completed pediatric nursing practice no more than 9 months before the start of the study. As a result, nursing students revealed the process of practicing nursing respecting the children’s feeling. Nursing students practiced nursing on the basis of prior nursing experiences and the primary attitude they learned through their involvement with nurses “Attitude to tackle nursing practice.” The situation is “nursing students can’t respect children’s feelings while nursing,” and nursing students were experiencing “nursing respecting children’s feeling was shaking”. They regarded this as an ethical dilemma as a nursing student. Further, nursing students implied that they had a responsibility to engage in “ethical behavior as a nursing student respecting children’s feeling.” The findings show that respecting children’s feeling is a process that nursing students undergo. In the future, teachers and clinical leaders nurse should apply this process to practical guidance in nursing practice in order to support students as they acquire nursing practices that respect children’s feeling.