TY - JOUR

T1 - An exploration of the perceptions of caring held by students entering nursing programmes in the United Kingdom

T2 - a longitudinal qualitative study phase 1

AU - Phillips, Jill

AU - Cooper, Karen

AU - Rosser, Elizabeth

AU - Scammell, Janet

AU - Heaslip, Vanessa

AU - White, Sara

AU - Donaldson, Ian

AU - Jack, Eleanor

AU - Hemingway, Ann

AU - Harding, Andrew

PY - 2015/11

Y1 - 2015/11

N2 - In a climate of intense international scrutiny of healthcare and nursing in particular, there is an urgent need to identify, foster and support a caring disposition in student nurses worldwide. Yet relatively little is known about how core nursing values are shaped during education programmes and this warrants further investigation. This longitudinal study commencing in February 2013 examines the impact of an innovative nursing curriculum based on a humanising framework (Todres et al. 2009) and seeks to establish to what extent professional and core values are shaped over the duration of a three year nursing programme. This paper reports on Phase One which explores student nurses' personal values and beliefs around caring and nursing at the start of their programme. Undergraduate pre-registration nursing students from two discrete programmes (Advanced Diploma and BSc (Honours) Nursing with professional registration) were recruited to this study. Utilising individual semi-structured interviews, data collection commenced with February 2013 cohort (n = 12) and was repeated with February 2014 (n = 24) cohort. Findings from Phase One show that neophyte student nurses are enthusiastic about wanting to care and aspire to making a difference to patients and their families. This research promises to offer contributions to the debate around what caring means and in particular how it is understood by student nurses. Findings will benefit educators and students which will ultimately impact positively on those in receipt of healthcare.

AB - In a climate of intense international scrutiny of healthcare and nursing in particular, there is an urgent need to identify, foster and support a caring disposition in student nurses worldwide. Yet relatively little is known about how core nursing values are shaped during education programmes and this warrants further investigation. This longitudinal study commencing in February 2013 examines the impact of an innovative nursing curriculum based on a humanising framework (Todres et al. 2009) and seeks to establish to what extent professional and core values are shaped over the duration of a three year nursing programme. This paper reports on Phase One which explores student nurses' personal values and beliefs around caring and nursing at the start of their programme. Undergraduate pre-registration nursing students from two discrete programmes (Advanced Diploma and BSc (Honours) Nursing with professional registration) were recruited to this study. Utilising individual semi-structured interviews, data collection commenced with February 2013 cohort (n = 12) and was repeated with February 2014 (n = 24) cohort. Findings from Phase One show that neophyte student nurses are enthusiastic about wanting to care and aspire to making a difference to patients and their families. This research promises to offer contributions to the debate around what caring means and in particular how it is understood by student nurses. Findings will benefit educators and students which will ultimately impact positively on those in receipt of healthcare.

KW - Caring

KW - Education

KW - Humanising curriculum

KW - Nursing values

KW - Student nurses

U2 - 10.1016/j.nepr.2015.05.004

DO - 10.1016/j.nepr.2015.05.004

M3 - Journal article

C2 - 26049787

VL - 15

SP - 403

EP - 408

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 6

ER -