Understanding the meaning of caring in nursing education : a Heideggerian phenomenological study

The purpose of this Heideggerian phenomenological study was to identify the meaning of caring as taught by nursing faculty in nursing education. Eight participants were interviewed and asked to describe an experience with students in which they felt caring occurred. Consistent with the method, purposive sampling was used in order to obtain an understanding from those who have lived the experience of caring and could articulate their experiences. Nursing faculty who were known by the researcher and who had lived the experience of caring with students were asked to be participants. Interviews were audio taped and the data were transcribed by the researcher. Audio tapes were destroyed when the study was completed. Transcribed data were shared with other researchers who were familiar with Heideggerian phenomenology and hermeneutics for the purpose of gaining insight into interpretations. When data were shared, names of participants and other identifying information were removed. Sharing of data for the purpose of interpretation is inherent in the Heideggerian method as described by Diekelmann, Allen, and Tanner (1989). Participants were guaranteed confidentiality and were free to withdraw from the study without prejudice at any time. Prior to data collection, this study was reviewed by the Institutional Review Board, Ball State University, for approval for human subjects' protection. Data were analyzed in seven stages as described by Diekelmann, Allen, and Tanner (1989).The overall constituted pattern which emerged throughout the study was, "Caring is growing and discovering through giving of self." Along with this constituted pattern of caring, the following themes came through as well: "Caring as Trustworthiness", "Caring as Honesty", "Caring as Knowledge", and "Caring as Acceptance." Both the constituted pattern and the themes identified were validated by the nurse educators interviewed.School of NursingThesis (M.S.