A Qualitative Descriptive Case Study of Caring Nursing Among Students During Simulation

A Qualitative Descriptive Case Study of Caring Nursing Among Students During Simulation

Author: 
Sarah M. Ware
Program of study: 
Ph.D./NUR
Abstract: 
Caring is the embodiment of nursing. In light of the limited practice opportunities for nursing students, high-fidelity simulation (HFS) has become an effective alternative to real world experiences. The purpose of this qualitative descriptive case study was to capture, describe and interpret how students express caring nursing during HFS. The Theory of Nursing As Caring and Technological Knowing in the theory of Technological Competency As Caring in Nursing framed the study. Senior nursing students enrolled at a southern university were participants. Data were collected from three sources: Direct observations of the students during a HFS scenario, debriefings, and interviews. Pattern matching and thematic analysis determined the essential features of the data. A dichotomous pattern of themes achieved the purpose of the study: Themes of caring and themes of caring in the context of HFS. Themes that articulated students’ perceptions of expressing caring were: coming to know person, attending to the realm of needs, and offering presence. These themes reflected the nature, trends, patterns of the theoretical and spontaneously emerging propositions and the manner that they were linked to caring in the study. Themes that articulated students’ perceptions of expressing caring in the context of HFS were: caring in an inclusive setting, going through the motions, suspending disbelief, and accommodating. The nature of the technology associated with HFS redefined how some students expressed caring. Students’ accounts described unique experiences as they were engaged in the simulation. Findings reveal that the nature and context of HFS have unique features that may challenge some nursing students to acclimate to the simulation environment.
Dedication: 
In Loving Memory of My Parents Reverend Dr. Willie Cavanaugh Mazique and Mrs. Inais Rose Mazique My parents advocated excellence in education. They set high standards for my sister and me. They celebrated professionalism and scholarship, while remaining humble. They were cheerleaders throughout our lives as we achieved our goals and reached our educational and career milestones. My parents wanted me to reach the crowning point of my profession and earn a terminal degree. However, they did not live to see these dreams for me realized. Yet, they made this dissertation a reality because they made our home a place of love, support, peace, encouragement, and direction. My parents’ prayers and faith in God brought me through this journey to my destination – this dissertation. Thanks Mom and Dad.
Acknowledgements: 
I acknowledge the contributions of others to the completion of this work. My dissertation committee members, faculty colleagues and mentors, those who were engaged in the dissertation itself in supporting roles, my family, and the Lord God Almighty were all instrumental in the completion of this work. I appreciate all that you have done for me. My dissertation committee members, Dr. Margaret Kroposki, Dr. Savina Schoenhofer, and Dr. Ruth Grendell, were instrumental in the completion of this work. I appreciate their expertise, conscientiousness, support and sensitivity to my needs throughout this dissertation journey. They inspired and encouraged me all along the way. My faculty colleagues and mentors throughout my nursing education career helped to make this dissertation possible. Dr. Savina Schoenhofer chaired my thesis committee many years ago and has continued to inspire, support, and encourage me in my nursing education and scholarly endeavors. Dr. Frances Henderson was a member of my thesis committee and dean of the school of nursing early in my journey as a nurse educator. She was, and continues to be, a role model of excellence in nursing and nursing scholarship. Mrs. Irma Lane became a part of my journey as a nurse, nurse educator, and scholar when we were enrolled in our first undergraduate professional nursing courses more than 30 years ago. She continues to be a supportive and trusted friend. I acknowledge the expertise of those who were engaged in this dissertation in supporting roles. Mrs. Theresa Cole, the technician for the simulation, worked creatively, conscientiously, and meticulously to make the simulation as authentic as possible. Mrs. LaTonya Bell, the transcriptionist for the dissertation, worked conscientiously to capture and document all of the data from the interviews and debriefings. Dr. Arcola Sullivan, data manager, was a valuable and patient resource for assistance with the software used in this dissertation. My family has been beside me, encouraging and inspiring me throughout this dissertation journey. Through his continuing presence and support, my loving and devoted husband, Reverend Dr. Monroe L. Ware, has encouraged me to finish this work. My sister, Mrs. Mamie M. Humphrey, and my cousin, Ms. Inais Marie Campbell, have supported me in so many ways and have prayed for me throughout my life. They are my cheerleaders. My son, Kendrick Cavanaugh Cameron, has also been a cheerleader and he is my security shield all along the way. Above all, I humbly acknowledge the Lord God Almighty in the completion of my dissertation journey. I give Him all to glory, all the honor, and all the praise. Truly, my faith in God has brought me to this destination. This dissertation would not have been possible without Him.