RESUMO
Teaching caring in nursing is expected of nursing faculty, but the practical application is rarely explained. It has been regarded as the moral responsibility of faculty to teach in a caring way. This case study relates how one faculty applied the concepts to quadrangular dialogue a caring model of nursing education to the experience of baccalaureate student nurses in their first clinical rotation. The components of quadrangular dialogue will be described, and applied to a specific patient who was cared for by students in one semester. This model is developed from Habermas' (1995) Theory of Communicative Action and Moral Consciousness, Bishop and Scudder's (1990) Triadic Dialogue and a caring in nursing paradigm developed by this author. It explains how the patient, nursing student and nursing faculty are all first person in the interaction, while the illness is object. By acknowledging the humanness of participants, validation and fulfillment for each follow.
Assuntos
Currículo , Educação em Enfermagem , Modelos Educacionais , Relações Enfermeiro-Paciente , Cuidados de Enfermagem/normas , Competência Clínica , Comunicação , Empatia , Humanismo , Humanos , Princípios Morais , Estudos de Casos OrganizacionaisRESUMO
This article presents an instrument and data testing a theory of the Moral Construct of Caring in Nursing as Communicative Action. Pilot testing involved 185 items administered to 82 nurses in 3 countries. The instrument includes 7 subscales addressing the nurse's personal and professional selves, the patient's personal and illness selves, the bidirectional interaction, the moral maturity of both, and the current state of nursing practice. Results suggest that the theory provides predictive control of the phenomena, drawing attention to the founding of evidence-based practice on practical, workable theory. Research continues, focusing on refining construct definitions and improving reliabilities.