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A model to foster and facilitate trust and trusting relationships in the nursing education context
BACKGROUND: In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning. AIM: The purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
AOSIS
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8678963/ https://www.ncbi.nlm.nih.gov/pubmed/34956655 http://dx.doi.org/10.4102/hsag.v26i0.1645 |
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author | van Dyk, Ellie C. van Rensburg, Gisela H. van Rensburg, Elsie S. Janse |
author_facet | van Dyk, Ellie C. van Rensburg, Gisela H. van Rensburg, Elsie S. Janse |
author_sort | van Dyk, Ellie C. |
collection | PubMed |
description | BACKGROUND: In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning. AIM: The purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and facilitate trust and trusting relationships in the nursing education context. SETTING: Two nursing education institutions were purposively sampled that offered a comprehensive programme in nursing. METHODS: A grounded theory study was conducted with the aim to develop a model for trust and trusting relationships in teaching and learning. Purposive, convenience and theoretical sampling of participants were applied. The sample size consisted of 5 educators and 23 students at a university and 9 educators and 37 students at a public nursing education institution. Charmaz’s methods were used for the data analysis. Collection and analysis of data were conducted concurrently. RESULTS: Data of views from the educators and students on trust were synthesised. Themes identified were: professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning context, and outcomes of lack of trust. From the findings, a substantive model to foster and facilitate trust and trusting relationships in nursing education was developed. CONCLUSION: The study contributed to understanding trust in nursing education. Recommendations focus on fostering and facilitating self-trust and trusting relationships and also on how the model could be implemented in nursing education. CONTRIBUTION: Fostering and facilitating trust and trusting relationships in the nursing education context will enhance a trusting culture and contribute to the quality of teaching and learning. |
format | Online Article Text |
id | pubmed-8678963 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | AOSIS |
record_format | MEDLINE/PubMed |
spelling | pubmed-86789632021-12-23 A model to foster and facilitate trust and trusting relationships in the nursing education context van Dyk, Ellie C. van Rensburg, Gisela H. van Rensburg, Elsie S. Janse Health SA Original Research BACKGROUND: In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning. AIM: The purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and facilitate trust and trusting relationships in the nursing education context. SETTING: Two nursing education institutions were purposively sampled that offered a comprehensive programme in nursing. METHODS: A grounded theory study was conducted with the aim to develop a model for trust and trusting relationships in teaching and learning. Purposive, convenience and theoretical sampling of participants were applied. The sample size consisted of 5 educators and 23 students at a university and 9 educators and 37 students at a public nursing education institution. Charmaz’s methods were used for the data analysis. Collection and analysis of data were conducted concurrently. RESULTS: Data of views from the educators and students on trust were synthesised. Themes identified were: professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning context, and outcomes of lack of trust. From the findings, a substantive model to foster and facilitate trust and trusting relationships in nursing education was developed. CONCLUSION: The study contributed to understanding trust in nursing education. Recommendations focus on fostering and facilitating self-trust and trusting relationships and also on how the model could be implemented in nursing education. CONTRIBUTION: Fostering and facilitating trust and trusting relationships in the nursing education context will enhance a trusting culture and contribute to the quality of teaching and learning. AOSIS 2021-12-03 /pmc/articles/PMC8678963/ /pubmed/34956655 http://dx.doi.org/10.4102/hsag.v26i0.1645 Text en © 2021. The Authors https://creativecommons.org/licenses/by/4.0/Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. |
spellingShingle | Original Research van Dyk, Ellie C. van Rensburg, Gisela H. van Rensburg, Elsie S. Janse A model to foster and facilitate trust and trusting relationships in the nursing education context |
title | A model to foster and facilitate trust and trusting relationships in the nursing education context |
title_full | A model to foster and facilitate trust and trusting relationships in the nursing education context |
title_fullStr | A model to foster and facilitate trust and trusting relationships in the nursing education context |
title_full_unstemmed | A model to foster and facilitate trust and trusting relationships in the nursing education context |
title_short | A model to foster and facilitate trust and trusting relationships in the nursing education context |
title_sort | model to foster and facilitate trust and trusting relationships in the nursing education context |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8678963/ https://www.ncbi.nlm.nih.gov/pubmed/34956655 http://dx.doi.org/10.4102/hsag.v26i0.1645 |
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