Nursing Student Teaching-Learning: Resonances and Dissonances of Caring/Care

Gaby Anali Mendez Lazaro, Yolanda Elizabeth Rodriguez de Guzman, María Teresa Cabanillas-Chavez, Monica Elisa Meneses-La-riva

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

Resumen

Objective: To describe and analyze the resonances and dissonances of caring perceived by the student during the teaching-learning process. Method: A qualitative, descriptive study with a phenomenological and dialectical approach. The information was collected utilizing an in-depth interview, using thematic content analysis. Twenty-one nursing students from the ninth and tenth cycles of a private university took part in the study, and the setting was the nursing school in the city of Trujillo. Results: four categories emerged: resonances of care, dissonances, awareness in the practice of human values, and innovative strategies. Conclusion: Teaching-learning with resonances of humanized care is visualized when the teacher is open, attentive, and transmits values, trust, and empathy, generating a sensitive and humane environment. But students also perceive dissonance as teacher neglect generated by negative attitudes. The teaching-learning process requires constant innovation so that nursing care is transmitted in the best way from a humanistic, scientific, ethical, and technological point of view and is experienced by the actors involved: teachers and students.

Idioma originalInglés
Páginas (desde-hasta)128-135
Número de páginas8
PublicaciónJournal of Higher Education Theory and Practice
Volumen23
N.º8
DOI
EstadoPublicada - 25 may. 2023
Publicado de forma externa

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