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How male nursing students learn to care
Author(s) -
Paterson Barbara L,
Crawford Marta,
Saydak Marian,
Venkatesh Pen,
Tschikota Sharon,
Aronowitz Ten
Publication year - 1995
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1046/j.1365-2648.1995.22030600.x
Subject(s) - psychology , nursing , context (archaeology) , nurse education , storytelling , medical education , pedagogy , medicine , narrative , paleontology , linguistics , philosophy , biology
The current definitions of caring in nursing education denote a mutual relationship between teachers and students in which they interact to provide an environment which supports the students’ personal and professionaldevelopment The learning of caring in an interactional context is typical of the female experience It is unknown if this is representative of the male experience The lived experience of 20 male students as they learned to care as nurses was the focus of this phenomenological research study The participants concurred that, although caring as a nurse could be learned if one was ‘open to learning’, teachers could only facilitate this learning, they could not directly teach it The interactional strategies of storytelling, modelling, being cared for, the ‘aha’ encounter, and observing and giving care, were used by the participants in learning to care as nurses The implications of these findings for nursing education and research are presented