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Principle-based concept analysis: Caring in nursing education
INTRODUCTION: The aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles. METHODS: A principle-based concept analysis method was used t...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Electronic physician
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4844483/ https://www.ncbi.nlm.nih.gov/pubmed/27123225 http://dx.doi.org/10.19082/2160 |
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author | Salehian, Maryam Heydari, Abbas Aghebati, Nahid Moonaghi, Hossein Karimi Mazloom, Seyed Reza |
author_facet | Salehian, Maryam Heydari, Abbas Aghebati, Nahid Moonaghi, Hossein Karimi Mazloom, Seyed Reza |
author_sort | Salehian, Maryam |
collection | PubMed |
description | INTRODUCTION: The aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles. METHODS: A principle-based concept analysis method was used to analyze the nursing literature. The dataset included 46 English language studies, published from 2005 to 2014, and they were retrieved through PROQUEST, MEDLINE, CINAHL, ERIC, SCOPUS, and SID scientific databases. The key dimensions of the data were collected using a validated data-extraction sheet. The four principles of assessing pragmatic utility were used to analyze the data. The data were managed by using MAXQDA 10 software. RESULTS: The scientific literature that deals with caring in nursing education relies on implied meaning. Caring in nursing education refers to student-teacher interactions that are formed on the basis of human values and focused on the unique needs of the students (epistemological principle). The result of student-teacher interactions is the development of both the students and the teachers. Numerous applications of the concept of caring in nursing education are available in the literature (pragmatic principle). There is consistency in the meaning of the concept, as a central value of the faculty-student interaction (linguistic principle). Compared with other related concepts, such as “caring pedagogy,” “value-based education,” and “teaching excellence,” caring in nursing education does not have exact and clear conceptual boundaries (logic principle). CONCLUSION: Caring in nursing education was identified as an approach to teaching and learning, and it is formed based on teacher-student interactions and sustainable human values. A greater understanding of the conceptual basis of caring in nursing education will improve the caring behaviors of teachers, create teaching-learning environments, and help experts in curriculum development. |
format | Online Article Text |
id | pubmed-4844483 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Electronic physician |
record_format | MEDLINE/PubMed |
spelling | pubmed-48444832016-04-27 Principle-based concept analysis: Caring in nursing education Salehian, Maryam Heydari, Abbas Aghebati, Nahid Moonaghi, Hossein Karimi Mazloom, Seyed Reza Electron Physician Original Article INTRODUCTION: The aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles. METHODS: A principle-based concept analysis method was used to analyze the nursing literature. The dataset included 46 English language studies, published from 2005 to 2014, and they were retrieved through PROQUEST, MEDLINE, CINAHL, ERIC, SCOPUS, and SID scientific databases. The key dimensions of the data were collected using a validated data-extraction sheet. The four principles of assessing pragmatic utility were used to analyze the data. The data were managed by using MAXQDA 10 software. RESULTS: The scientific literature that deals with caring in nursing education relies on implied meaning. Caring in nursing education refers to student-teacher interactions that are formed on the basis of human values and focused on the unique needs of the students (epistemological principle). The result of student-teacher interactions is the development of both the students and the teachers. Numerous applications of the concept of caring in nursing education are available in the literature (pragmatic principle). There is consistency in the meaning of the concept, as a central value of the faculty-student interaction (linguistic principle). Compared with other related concepts, such as “caring pedagogy,” “value-based education,” and “teaching excellence,” caring in nursing education does not have exact and clear conceptual boundaries (logic principle). CONCLUSION: Caring in nursing education was identified as an approach to teaching and learning, and it is formed based on teacher-student interactions and sustainable human values. A greater understanding of the conceptual basis of caring in nursing education will improve the caring behaviors of teachers, create teaching-learning environments, and help experts in curriculum development. Electronic physician 2016-03-25 /pmc/articles/PMC4844483/ /pubmed/27123225 http://dx.doi.org/10.19082/2160 Text en © 2016 The Authors This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/) , which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. |
spellingShingle | Original Article Salehian, Maryam Heydari, Abbas Aghebati, Nahid Moonaghi, Hossein Karimi Mazloom, Seyed Reza Principle-based concept analysis: Caring in nursing education |
title | Principle-based concept analysis: Caring in nursing education |
title_full | Principle-based concept analysis: Caring in nursing education |
title_fullStr | Principle-based concept analysis: Caring in nursing education |
title_full_unstemmed | Principle-based concept analysis: Caring in nursing education |
title_short | Principle-based concept analysis: Caring in nursing education |
title_sort | principle-based concept analysis: caring in nursing education |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4844483/ https://www.ncbi.nlm.nih.gov/pubmed/27123225 http://dx.doi.org/10.19082/2160 |
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