Journal
JOURNAL OF ADVANCED NURSING
Volume 37, Issue 6, Pages 566-576Publisher
WILEY
DOI: 10.1046/j.1365-2648.2002.02131.x
Keywords
clinical nursing education; student-teacher relationship; connection; student experiences; teachers; learning outcomes; environment
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Background. The trend toward humanistic nursing education has called for a transformed student-teacher relationship that fosters learning and growth of Students and teachers. Although such a relationship has been claimed to form the basis for student-teacher connection and to be a positive influence on students' learning outcomes, there is a paucity of research exploring these claims. Neither the nature of student-teacher connection nor the processes by which it occurs have been described. Aims. A research study was undertaken to explore and describe undergraduate nursing students' experiences of connection within the student-teacher relationship and the effects of student-teacher connection on students' learning experiences in clinical nursing education. Research design. The qualitative research approach of interpretive description was chosen for this study. Unstructured interviews and a focus group were used to collect data from eight undergraduate nursing students. Data were analysed using the process of constant comparative analysis, and revealed four interrelated major categories that formed a description of the students' experience of student-teacher connection. Findings. This article presents part of the findings of this study. After describing the nature of student-teacher connection, the discussion focuses on the influence of teachers and other factors on the formation of student-teacher connection. Relevance is given to this discussion by describing the outcomes of connection for students' clinical learning experiences.
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