Care concept in medical and nursing students’ descriptions – Philosophical approach and implications for medical education

Beata Dobrowolska 1, Barbara Ślusarska 1, Danuta Zarzycka 2, Ian McGonagle 3, Jakub Pawlikowski 4, Tomasz Cuber 5
1 - Department of Development in Nursing, Medical University of Lublin, Poland
2 - Department of Paediatric Nursing, Medical University of Lublin, Poland
3 - Mental Health Research Education and Development (MHRED), University of Lincoln, UK
4 - Department of Ethics and Human Philosophy, Medical University of Lublin, Poland
5 - Department of Development in Nursing, Medical University of Lublin, Poland
Ann Agric Environ Med
2014; 21 (4):
ICID: 1129946
Article type: Original article
 
 
introduction. Care is seen as something that is peculiar to the medical sciences but its meaning and status for physicians and nurses differs.
objectives. The aim of this research was to learn how nursing and medical students understand and define care, and how their definition and views on their practice of caring change as they advance through their studies.
material and methods. The study was conducted among two groups of students: before and after their first practicum (n=102). Analysis of the students’ answers was carried out using Colaizzi’s phenomenological descriptive methodology, which means that a qualitative approach was used.
results. The qualitative analysis shows that the medical and nursing students define care in the same way, using 9 main categories: compassion, commitment, competence, confidence, conscience, communication, patience, courage and support. The nursing students viewed their caring to be within both practical and emotional dimensions and this was a core feature of their identity as nurses. Medical students, on the other hand, viewed the practical dimension of care as an additional activity. All the students in the study underlined the importance of having time to care and showed that, for them, ‘time’ in this context has a moral meaning. What was interesting to the research team centered on the initial attitudes to ‘caring’ from both medical and nursing students.
conclusions. We found that students of both nursing and medicine do not begin their studies with different attitudes and concepts of care. However, after their initial exposure to practical placements a process begins which forges different identities around the concept of care. This implies trends in the division of professional roles during their initial education.
DOI: 10.5604/12321966.1129946
PMID 25528934 - click here to show this article in PubMed
  FULL TEXT STATS

Recommend this article to:

Name:
E-mail:
From:
Language:


Related articles in IndexCopernicus™
     practical care [0 related records]
     Nursing students [122 related records]
     Medical Students [262 related records]
     identity theory [0 related records]
     emotional care [0 related records]
     care concept [0 related records]
     philosophy of medcine, [0 related records]



 

Related articles

O Asemani, M Iman,
 How Iranian Medical Trainees Approach their ...
 Background: It seems we are now experiencing “responsibility problems” among medical trainees (MTs) and some of those recently graduated from medical schools in Iran. Training responsible professionals have always been one of the main conce...
ABSTRACT
R Mahore, S Mahore,
  A STUDY TO ASSESS KNOWLEDGE AND AWARENESS ...
  INTRODUCTION AND BACKGROUND: The lives of millions of adolescents worldwide are at risk because they do not have the information; skills, health services and support which they need to go through sexual development during adolescence. T...
ABSTRACT
C Gargade, S Patil ,
 PREVALENCE OF ANAEMIA IN FIRST MBBS STUDENTS...
 Anaemia is one of the most commonly recognized disorders. Adolescence is a vulnerable period in the human life cycle for the development of anaemia. Anaemia is seen in both developing and developed countries and so also in rural and urban pop...
ABSTRACT