Source avec lien : Scandinavian Journal of Caring Sciences, 35(1), . https://doi.org/10.1111/scs.12834
La plupart des organismes de réglementation des soins infirmiers attendent des infirmières qu’elles apprennent à être humanistes et attentionnées. Cependant, le processus d’apprentissage et les étapes de développement de cette compétence restent peu documentés dans la littérature infirmière. L’étude a utilisé une phénoménologie interprétative, et 26 participants (étudiants et infirmières) ont été interrogés individuellement. La méthode de Benner (1994) a été adaptée et concrétisée en une analyse phénoménologique en cinq phases afin de faciliter les comparaisons entre les groupes.
Most nursing regulatory bodies expect nurses to learn to be humanistic and caring. However, the learning process and the developmental stages of this competency remain poorly documented in the nursing literature. The study used interpretive phenomenology, and 26 participants (students and nurses) were individually interviewed. Benner’s (1994) method was adapted and concretised into a five-phase phenomenological analysis to assist with intergroup comparisons. Critical milestones and developmental indicators were identified for each of the five stages of the ‘humanistic caring’ competency. Satisfaction and meaning at work seemed closely connected to the development of ‘humanistic caring’. Links emerged between the development of ‘humanistic caring’ and three other competencies. Nurse educators might insist on the fact that ‘humanistic caring’ goes beyond nurse–patient communication and that it is integrated in nursing care. The findings highlight that nurses’ working conditions should be improved in order to uphold humanistic caring after graduation.