Nursing Education and Relationships
Facilitating the Development and Competency based Assessment of Personal and Social Competence with Undergraduate Nursing Students
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This qualitative research project explored theexperiences of nurse educators who sought to assessaspects, which could be related to facilitation ofemotional competence, in nursing students. Focusgroups were conducted in three different educationalinstitutions, offering a Bachelor of nursing degree. Each of the participants had a teaching andassessment role within the school of nursing. Thecontributions of the nurse educators and theirinteractions were audio taped, transcribed and thenlater, analysed using thematic and focus groupanalysis practices.From the analysis of the experiences of the nu...
This qualitative research project explored the
experiences of nurse educators who sought to assess
aspects, which could be related to facilitation of
emotional competence, in nursing students. Focus
groups were conducted in three different educational
institutions, offering a Bachelor of nursing degree.
Each of the participants had a teaching and
assessment role within the school of nursing. The
contributions of the nurse educators and their
interactions were audio taped, transcribed and then
later, analysed using thematic and focus group
analysis practices.
From the analysis of the experiences of the nurse
educators, four predominant themes arose which
capture the areas of importance to the participants.
Student nurses can develop emotional competence by
critically reflecting during classroom and clinical
experiences. Continuous consideration must be made
within each practicing area of nursing, of the
environmental and relational challenges which inhibit
or facilitate nurse?s ability to practice with
emotional competence.
experiences of nurse educators who sought to assess
aspects, which could be related to facilitation of
emotional competence, in nursing students. Focus
groups were conducted in three different educational
institutions, offering a Bachelor of nursing degree.
Each of the participants had a teaching and
assessment role within the school of nursing. The
contributions of the nurse educators and their
interactions were audio taped, transcribed and then
later, analysed using thematic and focus group
analysis practices.
From the analysis of the experiences of the nurse
educators, four predominant themes arose which
capture the areas of importance to the participants.
Student nurses can develop emotional competence by
critically reflecting during classroom and clinical
experiences. Continuous consideration must be made
within each practicing area of nursing, of the
environmental and relational challenges which inhibit
or facilitate nurse?s ability to practice with
emotional competence.
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