| A Study on Experiences of Students to be cared in the Teaching-Learning Process of Nursing Education |
|
Lee, Hye-Kyoung;Jung, Kyoung-Nim;Chi, Sung-Ai; |
1Department of Nursing Science, Graduate School Chung-Ang Univ.
2Department of Nursing Science, Graduate School Chung-Ang Univ.
3Department of Nursing Science, Chung-Ang Univ. |
| 간호교육의 학습과정에서 학생이 받은 돌봄 경험에 관한 연구 |
|
이혜경, 정경님, 지성애 |
1중앙대학교 대학원
2중앙대학교 대학원
3중앙대학교 간호학과 |
|
|
| Abstract |
|
The purpose of this study was to find the experiences to be cared of nursing students in the teaching-learning process of nursing education and provided the fundamental data of nursing education. For this study, the analytical theory of Benner's Interpretive Phenomenology was applied and the research question was 'How do the nursing students to be cared in the teaching-learning process of nursing education?' All 64 junior and senior nursing students who volunteered for this study were interviewed. The data was collected by open-ended audiotaped interview or written descriptions of situations they had experienced with a caring faculty member. All the contents of interview were recorded while interviewing with the each participants from the April 1998 to September 2000. The conclusions, obtained from the study on experiences to be cared of nursing students, were as follows ; 1. The nursing students considered the relationship with professor as very important matter. 2. The significant and important themes to nursing student be cared in the teaching-learning process of nursing education were Concern, Support, Information and Acceptance. 3. The result of this study explained the content and stage of nursing education applying 4 themes, therefore its practical use as material of nursing education was considered. Based on this study, the practical use of this results as nursing education data and the experimental study for measuring the effect of caring in the teaching-learning process of nursing education were suggested. |
| Key Words:
Experience of Students to be cared |
| |
|
PDF Links
Full text via DOI
Download Citation
