A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education
Abstract 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’. 6...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2023-05-01
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| Series: | Nursing Open |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/nop2.1535 |
| _version_ | 1797851206541901824 |
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| author | Kathleen Froneman Emmerentia duPlessis Anneke Catherina vanGraan |
| author_facet | Kathleen Froneman Emmerentia duPlessis Anneke Catherina vanGraan |
| author_sort | Kathleen Froneman |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-04-09T19:14:08Z |
| format | Article |
| id | doaj.art-f51edaea74884c61a7a445ce19691207 |
| institution | Directory Open Access Journal |
| issn | 2054-1058 |
| language | English |
| last_indexed | 2024-04-09T19:14:08Z |
| publishDate | 2023-05-01 |
| publisher | Wiley |
| record_format | Article |
| series | Nursing Open |
| spelling | doaj.art-f51edaea74884c61a7a445ce196912072023-04-06T09:45:47ZengWileyNursing Open2054-10582023-05-011052920293310.1002/nop2.1535A concept analysis of facilitating presence through guided reflection for transformative learning in nursing educationKathleen Froneman0Emmerentia duPlessis1Anneke Catherina vanGraan2Faculty of Health Sciences, School of Nursing Science North‐West University Potchefstroom South AfricaFaculty of Health Sciences, School of Nursing Science North‐West University Potchefstroom South AfricaFaculty of Health Sciences, School of Nursing Science North‐West University Potchefstroom South AfricaAbstract 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.https://doi.org/10.1002/nop2.1535concept analysisguided reflectionnurse educatornursing education institutionnursing studentpresence |
| spellingShingle | Kathleen Froneman Emmerentia duPlessis Anneke Catherina vanGraan A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education Nursing Open concept analysis guided reflection nurse educator nursing education institution nursing student presence |
| title | A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| title_full | A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| title_fullStr | A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| title_full_unstemmed | A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| title_short | A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| title_sort | concept analysis of facilitating presence through guided reflection for transformative learning in nursing education |
| topic | concept analysis guided reflection nurse educator nursing education institution nursing student presence |
| url | https://doi.org/10.1002/nop2.1535 |
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