First-Year Nursing Students—Developing Relational Caring Practice Through Inquiry

Background: In the current chaotic health care milieu, it is a challenge to create learning environments that support students to become respectful and community-engaged practitioners who are able to care for self and others. Aesthetic and transformative learning approaches foster students to develo...

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Bibliographic Details
Published inThe Journal of nursing education Vol. 54; no. 5; pp. 270 - 275
Main Authors Spadoni, Michelle, Doane, Gweneth Hartrick, Sevean, Patricia, Poole, Karen
Format Journal Article
LanguageEnglish
Published United States SLACK INCORPORATED 01.05.2015
Subjects
Behavioral Objectives
Curricula
Curriculum
Education, Nursing, Baccalaureate
Empathy
Experiential Learning
Humans
Interprofessional Relations
Learning Processes
Nurse-Patient Relations
Nursing
Nursing education
Nursing Students
Self Concept
Students, Nursing - psychology
Teaching
Teaching Methods
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Summary:Background: In the current chaotic health care milieu, it is a challenge to create learning environments that support students to become respectful and community-engaged practitioners who are able to care for self and others. Aesthetic and transformative learning approaches foster students to develop caring attributes. Method: Using relational inquiry and the general principles of transformative learning theory, an aesthetic curriculum project for first-year nursing students exploring the interrelatedness of self, other, and caring was developed and evaluated by nursing faculty. Results: Students’ in-the-moment experiences of transitioning into nursing school were enlisted to (a) open the space for deeper learning, (b) support the development of relational caring practice, and (c) foster personal and professional transformations. Conclusion: Aesthetic learning opportunities create experiential moments, where novice students can begin to explore the interconnectedness of self, other, and caring as it relates to their being and becoming a nurse. [Aesthetic learning opportunities create experiential moments, where novice students can begin to explore the interconnectedness of self, other, and caring as it relates to their being and becoming a nurse. [ J Nurs Educ. 2015;54(5):270–275.]
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ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20150417-04