A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education.

ABSTRACT

AIM: The aim of the study was to report an analysis of the novel concept, facilitating presence through guided reflection for transformative learning. DESIGN: A concept analysis. METHODS: Search included keywords 'presence', 'reflective practices', 'nursing education' and 'concept analysis'. 65 peer-reviewed articles between 2000-2020 were included. RESULTS: The final definition of the main concept is an interpersonal, co-constructed, intersubjective and intentional process to accompany nursing students in deep, constructive learning to discover new meanings and perspectives through self-inquiry and critical reflection on experiences. The nurse educator actively listens and intimately connect in the moment to create a safe environment. This leads to the nursing student's ability to learn to see what is important to the other and to respond by doing what can be done and/or by being who the other needs one to be. PATIENT CONTRIBUTION This concept will help to streamline the practice of presence ultimately enhancing the quality of patient care.