Bibliographic Details
| Title: |
From Relational Uncertainty to Interpersonal Sensitivity: A Substantive Grounded Theory for Nursing Education. |
| Authors: |
Reyes, Jennifer Rojas1 jennifer.rojasr@udea.edu.co, Arias-Rojas, Mauricio2 |
| Source: |
Nursing Education Perspectives (Wolters Kluwer Health). Jul/Aug2023, Vol. 44 Issue 4, p216-221. 6p. |
| Subject Terms: |
*Teacher-student relationships, *Occupational roles, *Nurse educators, *Research methodology, *College teacher attitudes, *Nursing education, *Undergraduates, *Interpersonal relations, *Educators, *Autonomy (Psychology), *Student attitudes, *Nursing students, *Psychological adaptation, *Emotional intelligence, *Clinical education, Nursing, Grounded theory, Interviewing, Self-efficacy, Sound recordings, Professional identity, Judgment sampling, Participant observation, Data analysis software, Nursing ethics |
| Geographic Terms: |
Colombia |
| Abstract: |
AIM The aim of our study was to understand how nursing students develop interpersonal competencies during a faculty-supervised practicum. BACKGROUND Researchers have studied the interpersonal competencies of nursing students in a fragmented way. METHOD A constructivist grounded theory approach was used for the study. RESULTS Four categories emerged from the data: Coping With Practicum-Related Challenges and Insecurities, Learning to Identify the Interpersonal Dimension of Nursing Care, Pedagogical Influence: Promoting (De)constructive Processes for Learning and Care, and Transforming the Self as a Nurse Through Interpersonal Relationships. A core category, From Relational Uncertainty to Interpersonal Sensitivity: A Transition of the Nursing Self Within Reflective Environments of Practice, also emerged. CONCLUSION The interpersonal competencies of nursing students develop in reflective environments within practicums because of interactions with patients and under the influence and modeling of the educator. Acknowledging the importance of interactions with the educator and patients within practicums can contribute to promoting more thoughtful follow-up processes from educators. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
