Le. Hanson et Mj. Smith, NURSING-STUDENTS PERSPECTIVES - EXPERIENCES OF CARING AND NOT-SO-CARING INTERACTIONS WITH FACULTY, The Journal of nursing education, 35(3), 1996, pp. 105-112
The purpose of this study was to describe the meaning of baccalaureate
nursing students' lived experience of caring and not-so-caring intera
ctions with faculty. The research questions explored the phenomenon of
being cared-for or not-cared-for by asking, ''What does being cared-f
or by faculty mean to baccalaureate nursing students?'' Students were
also asked to describe not-so-caring interactions with faculty. Sevent
een baccalaureate nursing students at a private liberal arts college a
nd 15 baccalaureate nursing students at a public university were inter
viewed. Transcripts of the tape-recorded interviews were analyzed usin
g Giorgi's technique. After reflection upon the content of the intervi
ews, significant statements were identified, meaning units were develo
ped, and themes were extracted which were then abstracted into categor
ies of Recognition, Connection, and Confirmation/Affirmation. Finally,
general structural descriptions of the phenomena of a caring and of a
not-so-caring interaction were constructed. Implications for teaching
, research, and practice are described.