The caring values of student nurses, and their development during educational programmes

Carole Wright, Catherine Aicken, Mary Laurenson, Kathleen Galvin

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

Abstract

Background: Following the Francis Reports, and austerity cuts, frontline NHS healthcare professionals have faced criticism for perceived lack of compassion. Nurses’ recruitment and education now increasingly emphasise caring values. Education programmes comprise university teaching and practice placements, including experiential learning to develop clinical skills, competencies, and reflexive abilities, yet it is unclear how to develop caring values. ‘Caring’ is conceptually complex, encompassing ‘caring for’ – direct bodywork, and ‘caring about’ – desiring to help. Most negative incidents concern ‘caring for’ tasks.

Objectives: To explore newly-recruited, pre-registration student nurses’ caring values; to understand whether/how these changed during education; to ascertain students’ readiness for caring work post-registration.

Methods: Focus-groups (n=10) with nursing students, placement mentors and lecturers at two UK universities, analysed thematically. For context, online surveys measured students’ caring values (n=514).

Results: Student nurses held what they perceived to be common values around caring, intending to operationalise these before and after qualifying. The vast majority felt welcomed to most placements, but most had 1+ negative placement. Although quantitative measurements of students’ caring values did not change significantly during education, their expectations changed, and caring values became more sophisticated, particularly: learning how to care for patients when they had limited time; and observing poor caring practice. Some placements did not give students scope to complete their educational assessments. In response, some students undertook self-directed learning (which they also used when mentors were busy), and some mentors helped link students with other hospital departments and nursing-homes. Students greatly appreciated this, asserting that they would mentor future students positively.

Conclusions: Students held values which are highly-appropriate for nursing, and endeavoured not to reproduce negative experiences. Staff should be aware that they can model caring or uncaring values. Educational reforms conflate ‘caring about’ and ’caring for’ values; students’ ‘caring about’ values motivated them in what could be extremely challenging conditions.
Original languageEnglish
Title of host publication4th Qualitative Health Research Network Symposium
Subtitle of host publicationCrafting the Future of Qualitative Health Research in a Changing World
Publication statusAccepted/In press - 12 Nov 2019
Event4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World - London, United Kingdom
Duration: 22 Mar 2019 → …
https://www.ucl.ac.uk/qualitative-health-research-network/symposia/conference-2019

Conference

Conference4th Qualitative Health Research Network Symposium
CountryUnited Kingdom
CityLondon
Period22/03/19 → …
Internet address

Fingerprint

educational program
nurse
Values
student
education
nursing
learning
university teaching
educational reform
nursing home
online survey
incident
criticism
university teacher
staff

Cite this

Wright, C., Aicken, C., Laurenson, M., & Galvin, K. (Accepted/In press). The caring values of student nurses, and their development during educational programmes. In 4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World
Wright, Carole ; Aicken, Catherine ; Laurenson, Mary ; Galvin, Kathleen. / The caring values of student nurses, and their development during educational programmes. 4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World. 2019.
@inproceedings{bbe875bc5a1a4a34a8657ded8cfafb8c,
title = "The caring values of student nurses, and their development during educational programmes",
abstract = "Background: Following the Francis Reports, and austerity cuts, frontline NHS healthcare professionals have faced criticism for perceived lack of compassion. Nurses’ recruitment and education now increasingly emphasise caring values. Education programmes comprise university teaching and practice placements, including experiential learning to develop clinical skills, competencies, and reflexive abilities, yet it is unclear how to develop caring values. ‘Caring’ is conceptually complex, encompassing ‘caring for’ – direct bodywork, and ‘caring about’ – desiring to help. Most negative incidents concern ‘caring for’ tasks.Objectives: To explore newly-recruited, pre-registration student nurses’ caring values; to understand whether/how these changed during education; to ascertain students’ readiness for caring work post-registration.Methods: Focus-groups (n=10) with nursing students, placement mentors and lecturers at two UK universities, analysed thematically. For context, online surveys measured students’ caring values (n=514).Results: Student nurses held what they perceived to be common values around caring, intending to operationalise these before and after qualifying. The vast majority felt welcomed to most placements, but most had 1+ negative placement. Although quantitative measurements of students’ caring values did not change significantly during education, their expectations changed, and caring values became more sophisticated, particularly: learning how to care for patients when they had limited time; and observing poor caring practice. Some placements did not give students scope to complete their educational assessments. In response, some students undertook self-directed learning (which they also used when mentors were busy), and some mentors helped link students with other hospital departments and nursing-homes. Students greatly appreciated this, asserting that they would mentor future students positively.Conclusions: Students held values which are highly-appropriate for nursing, and endeavoured not to reproduce negative experiences. Staff should be aware that they can model caring or uncaring values. Educational reforms conflate ‘caring about’ and ’caring for’ values; students’ ‘caring about’ values motivated them in what could be extremely challenging conditions.",
author = "Carole Wright and Catherine Aicken and Mary Laurenson and Kathleen Galvin",
year = "2019",
month = "11",
day = "12",
language = "English",
booktitle = "4th Qualitative Health Research Network Symposium",

}

Wright, C, Aicken, C, Laurenson, M & Galvin, K 2019, The caring values of student nurses, and their development during educational programmes. in 4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World. 4th Qualitative Health Research Network Symposium, London, United Kingdom, 22/03/19.

The caring values of student nurses, and their development during educational programmes. / Wright, Carole; Aicken, Catherine; Laurenson, Mary; Galvin, Kathleen.

4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World. 2019.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

TY - GEN

T1 - The caring values of student nurses, and their development during educational programmes

AU - Wright, Carole

AU - Aicken, Catherine

AU - Laurenson, Mary

AU - Galvin, Kathleen

PY - 2019/11/12

Y1 - 2019/11/12

N2 - Background: Following the Francis Reports, and austerity cuts, frontline NHS healthcare professionals have faced criticism for perceived lack of compassion. Nurses’ recruitment and education now increasingly emphasise caring values. Education programmes comprise university teaching and practice placements, including experiential learning to develop clinical skills, competencies, and reflexive abilities, yet it is unclear how to develop caring values. ‘Caring’ is conceptually complex, encompassing ‘caring for’ – direct bodywork, and ‘caring about’ – desiring to help. Most negative incidents concern ‘caring for’ tasks.Objectives: To explore newly-recruited, pre-registration student nurses’ caring values; to understand whether/how these changed during education; to ascertain students’ readiness for caring work post-registration.Methods: Focus-groups (n=10) with nursing students, placement mentors and lecturers at two UK universities, analysed thematically. For context, online surveys measured students’ caring values (n=514).Results: Student nurses held what they perceived to be common values around caring, intending to operationalise these before and after qualifying. The vast majority felt welcomed to most placements, but most had 1+ negative placement. Although quantitative measurements of students’ caring values did not change significantly during education, their expectations changed, and caring values became more sophisticated, particularly: learning how to care for patients when they had limited time; and observing poor caring practice. Some placements did not give students scope to complete their educational assessments. In response, some students undertook self-directed learning (which they also used when mentors were busy), and some mentors helped link students with other hospital departments and nursing-homes. Students greatly appreciated this, asserting that they would mentor future students positively.Conclusions: Students held values which are highly-appropriate for nursing, and endeavoured not to reproduce negative experiences. Staff should be aware that they can model caring or uncaring values. Educational reforms conflate ‘caring about’ and ’caring for’ values; students’ ‘caring about’ values motivated them in what could be extremely challenging conditions.

AB - Background: Following the Francis Reports, and austerity cuts, frontline NHS healthcare professionals have faced criticism for perceived lack of compassion. Nurses’ recruitment and education now increasingly emphasise caring values. Education programmes comprise university teaching and practice placements, including experiential learning to develop clinical skills, competencies, and reflexive abilities, yet it is unclear how to develop caring values. ‘Caring’ is conceptually complex, encompassing ‘caring for’ – direct bodywork, and ‘caring about’ – desiring to help. Most negative incidents concern ‘caring for’ tasks.Objectives: To explore newly-recruited, pre-registration student nurses’ caring values; to understand whether/how these changed during education; to ascertain students’ readiness for caring work post-registration.Methods: Focus-groups (n=10) with nursing students, placement mentors and lecturers at two UK universities, analysed thematically. For context, online surveys measured students’ caring values (n=514).Results: Student nurses held what they perceived to be common values around caring, intending to operationalise these before and after qualifying. The vast majority felt welcomed to most placements, but most had 1+ negative placement. Although quantitative measurements of students’ caring values did not change significantly during education, their expectations changed, and caring values became more sophisticated, particularly: learning how to care for patients when they had limited time; and observing poor caring practice. Some placements did not give students scope to complete their educational assessments. In response, some students undertook self-directed learning (which they also used when mentors were busy), and some mentors helped link students with other hospital departments and nursing-homes. Students greatly appreciated this, asserting that they would mentor future students positively.Conclusions: Students held values which are highly-appropriate for nursing, and endeavoured not to reproduce negative experiences. Staff should be aware that they can model caring or uncaring values. Educational reforms conflate ‘caring about’ and ’caring for’ values; students’ ‘caring about’ values motivated them in what could be extremely challenging conditions.

M3 - Conference contribution with ISSN or ISBN

BT - 4th Qualitative Health Research Network Symposium

ER -

Wright C, Aicken C, Laurenson M, Galvin K. The caring values of student nurses, and their development during educational programmes. In 4th Qualitative Health Research Network Symposium: Crafting the Future of Qualitative Health Research in a Changing World. 2019