RESUMEN
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.
Asunto(s)
Educación en Enfermería , Estudiantes de Enfermería , Humanos , Aprendizaje , Docentes de EnfermeríaRESUMEN
BACKGROUND: Nurse educators are required to be present and reflective while directly involving nursing students in teaching-learning using creative and innovative interaction. Heavy daily workloads (including the teaching of large classes, clinical supervision and research) could hamper facilitating their presence through reflective practices. There is insufficient information on how nurse educators can facilitate their presence through reflective practices in large class groups of nursing students. METHODS: The researchers followed Walker and Avant's strategy of statement and theory synthesis to develop this model. Three iterative steps to theory synthesis involved identifying, defining, and classifying main and related concepts, defining relational statements, and organising the main and related concepts, relational statements, and the conceptual framework into an integrated and efficient representation. This was done by reviewing the literature. Conclusion statements were formulated using statement synthesis. RESULTS: A model to facilitate the presence of nurse educators in large class settings using reflective practices was developed as a theoretical framework to guide teaching-learning practices. Six conclusion statements emerged on the theoretical constructs presence and reflective practices of nurse educators. CONCLUSIONS: The model addresses the gap in the literature and contributes substantially to deepening the body of knowledge in the nursing education domain of South Africa and internationally, to serve as a model for guiding nurse educators in their teaching-learning practices.