1. CARING IN NURSING EDUCATION
MA. ELIZABETH C. BAUA, RN,MSN,DNS
ST PAUL UNIVERSITY PHILIPPINES

2. Caring in Nursing Education
Ma.ELIZABETH C. BAUA,DNS
ST. PAUL UNIVERSITY PHILIPPINES

3. About SPUP

4. School of Health Sciences

5. School of Health Sciences
Nursing Program
Pharmacy
Medical Technology
Radiologic Technology
Physical Therapy
Master of Science in Nursing
Doctor of Philosophy in Nursing

6. ORDER OF PRESENTATION What is Caring ? Why study caring in nursing ?
Descriptions of Caring
Caring Perspectives
Caring Theories
Caring in PBL

7. What is CARING? ( Leininger, 1984)
Caring refers to those assistive, supportive, or facilitative acts toward or for another individual or group with evident or anticipated needs to improve a human condition or life way
Smith (1999, p. 19)
“Caring is the art of nursing and any discipline seeks to understand the art of its practice.
It’s the interrelationship of caring with health and healing that distinguishes the focus of the discipline.

8. WHY STUDY CARING in Nursing ?
Educating teachers in the aspects of care is an important component of teacher preparation programs
( Noddings,1984;Noblit, 1994)
Formal & informal classroom experiences and interactions are crucial to the academic continuation and intellectual development of students( Tinto, 1987)
Why?

9. Caring is important …
The frequency & quality of teacher-student interactions significantly predict academic outcomes such as student satisfaction and attrition.
Caring interactions between faculty-students increases student retention and successes in curricular programs.
(Miller, 2004)

10. Definitions of Caring
The direct (or indirect) nurturant and skillful activities, processes and decisions related to assisting people in such a manner that reflects behavioral attributes that are empathetic, supportive, compassionate, protective, succorant, educational, dependent upon the needs, problems, values, and goals of the individual or group being assisted
( Leininger, 1984).
Succor – help, assist, support, comfort, relieve

11. Definitions of Caring
CARING is a process of doing, relating, supporting and facilitating people who need assistance and attention characterized by a sense of compassion, commitment, genuine interest, supervision and kindness ( Baua, 2010)

12. Caring in Nursing
As the “CORE” of Nursing, that which constitutes the essence of nursing ( Watson, 1979)
The moral ideal of nursing ( Watson,1988)
The core activity in nursing practice(Benner & Wrubel, 1989)
Core- the most essential part; the central or innermost part or the nucleus; caring is the medium through which care is expressed; allowing individuals to serve others’ needs for protection and love and in so doing, preserve humanity in society ( Watson, 1988) as phenomenon of human existence, it gains moral significance because those who have the responsibility of serving the needs of others consistently reinforce it as an ideal; because caring is a way of maintaining the dignity and integrity of the person ( patient or another human being)
....Caring is the ideal and value of caring is not just a “thing” out there, but is a starting point, a stance, an attitude which has to become a will, an intention, a commitment and a conscious judgment that manifests itself in concrete acts..”
The process of caring as illuminating the mystery of humanity and the possibility of a higher order, or energy in the universe.
Jean Watson, 1994

13. Descriptions of Caring
“ To care for someone, I must know many things, I must know who the other is, what his powers and limitations are, what his needs are, and what is conducive to his growth, I must know how to respond to his needs and what my own powers and limitations are”
(Milton Mayeroff, On Caring, 1971)
Caring is viewed as a developmental process characterized as being with the person, which becomes a selfless effort to help the person grow and achieve self-actualization. Caring as helping another grow and actualize himself is a process, a way of relating to someone that involves development
an extension of thyself, whom I respect; in helping the other grow you don’t impose your own direction; the person is independent on his own right and the needs are to be respected; the students grow in caring with their teacher and vice versa.

14. Caring Ingredients (Mayeroff,1971)
Caring is “ helping others grow and actualize himself”
Ingredients of caring: knowing who the other is; alternating rhythms, patience, honesty, trust, humility, hope, and courage.
Caring is viewed as a developmental process characterized as being with the person, which becomes a selfless effort to help the person grow and achieve self-actualization. Caring as helping another grow and actualize himself is a process, a way of relating to someone that involves development
an extension of thyself, whom I respect; in helping the other grow you don’t impose your own direction; the person is independent on his own right and the needs are to be respected; the teacher grows in caring for her students; or the nurse grows in caring for his patients;
Knowing who the other is, including his powers & limitations; knowing some things explicit and implicit; to know some things explicitly is to be able to tell what we know; to put it into words; in contrast implicitly is to be unable to articulate it; we know more about a good friend than we can verbalize it. direct or indirect; explicit the caring teacher directly knows his student as an individual; he experiences him as someone in his own right; indirect knowledge refers to knowing about something w/o actually experiencing it;
Alternating rhythms learning to care from past experiences, maintaining or modifying behavior in order to help the other; as a teacher, I try to explain some idea to a student and find out if I have succeeded or not then try again in some other way; see what may actions amounted to whether I have helped or not; and in the light of the results, I maintain or modify my behavior so that I can better help the other
Patience, being tolerant, affording time & presence; giving time and enabling the other to find time as well in his own way; waiting passively for something to happen; it’s a kind of participation with the other in which we give fully of ourselves; giving space not only time; by patiently listening; affording presence, we give him time and space; giving him more time and room to live; patience includes tolerance which means respecting for the other to grow; a teacher who cares is patient because he believes in the growth of the other; besides being patient with the other, I must be patient with myself and give myself a chance to learn, to see and discover both myself and the other; give myself a chance to care.
Honesty treating the other with respect; genuine in caring for the other; I am open to corrections and try to learn from mistakes; To care for the other, I must see the other as it is, and not as what I like it to be or feel it must be; If I am to help the other to grow I must respond to its changing needs; I have to be honest with myself, I must see what I am doing really helps or hinders the growth of the other;
Trust, is letting go when appropriate, trusting the other grow in his own time and its own way; the caring teacher who trusts his students to find their own way in pursuing their own projects grounds such trust by providing the students with assistance, encouragement, and exposure to relevant and stimulating experiences. The teacher must trust his ability to provide a climate friendly to learning, and to learn from student reactions what works and what does not. Besides trusting the other, one has to trust his own capacity to care; having confidence in my judgments and ability to learn from mistakes
Humility is learning about self and the other and learning what caring involves; since caring is responsive to the growth of the other; caring involves continuous learning about the other; there is something more to learn. A teacher who cares is genuinely humble in being ready, and willing to learn more about the other & himself & what caring involves; the teacher learns from her students; learn from mistakes;
Hope, believing that the other will grow in caring; hope for the realization of the other through my caring; an important aspect of hope is courage; standing by the other in trying circumstances& in taking risks that go beyond safety and security; standing up for the other in difficult circumstances, hoping for the growth of the other in difficult circumstances; not giving up your commitment; hoping that there is or could be something worthy of commitment
Courage, taking risks, braving the unknown, trusting self and the other; following the lead of the subject matter or direction of the growing child; such courage is informed by insight from past experiences, and as it is open and sensitive to the present; trust in the other to grow and in my own ability to care gives courage to go into the unknown and the greater the sense of going into the unknown, the more courage is called for in caring.

15. Caring for self
Being responsive of your own needs in order to grow; becoming a guardian and take responsibility of your own life; in helping the other grow, one grows as well; in caring for others, one helps the other to care for himself ( helping myself to care for myself) (Mayeroff,1971)

16. Caring perspective Conceptualization of Caring
Caring is a human trait ( in born trait )
Caring is a moral imperative ( an ethical concept central to nursing )
Caring is an affect ( a cherished value )
Caring is an interpersonal process (relational & reciprocal)
Caring is an intervention (nurses provide nurturance for patients, students, families, communities)( Morse, Neander, Solberg & Johnson, 1990)
Concepts of caring and caring as a concept: Caring is an inborn trait; as part of human nature it is essential to human existence ( Watson, 1988, Morse, 1990) Anthropological research (leininger 1988) has found that this trait is restricted to specific civilizations; but cross-culturally, has been essential for human survival, growth & development for millions of years; although all people have the potential to care but the ability is not uniform; people’s inclinations to act in a caring manner are influenced by their own experiences of being cared for (Morse et al, 1990; warelow 1996).
Caring is a moral imperative – moral is ethical which is vitally important; a requisite; necessary, why is caring a critical concept ? Caring is the basis of moral actions of most professions. Caring is the foundation of ethical knowledge ( as the ethical concept central to nursing) our personal moral sense..which then becomes a framework for caring behaviors within the teacher-client relationship.
Caring is an affect- it is a cherished value; it involves nurturing and sustaining self and the other person as caring persons in order to grow;
As teachers we continually grow and develop caring expressions of ourselves, to ourselves and students and eventually this caring between develops in to an interpersonal process which is evolutionary; it becomes relational and reciprocal; caring becomes known or evident in our behaviors;
When we care; we endeavor to meet the needs of the persons entrusted to our care; we care with from a humanistic perspective w/ compassion and empathy; therefore caring becomes an intervention; we commit or devote ourselves to provide nurturance for people/ students and eventually it becomes a transpersonal caring relationship that preserves human dignity, integrity & wholeness.

17. Philosophical perspectives of Caring
Perspectives of anthropology, epistemology, ontology and pedagogy
Anthropology poses the question: “ what does it mean to be a caring person?”
Epistemology seeks to answer the question: “ how is the nature of caring known?”
Ontology asks questions “ what is the being of caring?”
Pedagogy examines questions related to the teaching and learning of caring ( Roach, 1984)
Anthropology : Being caring means to gratify human needs, and engaging in the struggle to know human beings, thus creating order and meaning to one’s life. One’s capacity to provide care is reflected in our day to day struggle of human experiences as we put into context the reflected the real meaning of how it is to be caring. ( Roach)
Epistemology : How is nursing knowledge known? Use Carper’s 4 fundamental patterns of knowing caring in nursing; empirical, aesthetics, personal, ethical.
Empirical – knowledge referring to the science of caring which is factual, descriptive, aimed at developing theoretical and abstract explanations
Aesthetics- knowledge obtained from the arts of nursing which associates manual or technical skills involved in nursing practice
Personal – the pattern that seeks to understand the meaning of caring involving interactions and relationships
Ethical – the knowledge of morality in nursing
Ontological : asks questions “ what is the being of caring?”This view focuses on the nature of caring as the human mode of being. Caring is a response to someone or something; who/which matters
Pedagogy – examines questions related to teaching & learning of caring; explore the way nurses interpret or perceive their caring roles and competencies.

18. Existentialist perspective
Caring as an altruistic active expression of love, intentionality and embodied recognition of value and connectedness
The intention to care is to know more about the other as caring persons( an engaging experience)
Caring ( in Nursing) promotes the process of learning caring through intentionality, formal study and reflection on personal experiences.
All persons grow in caring throughout life, creating possibilities to develop and expand human potentials.
Boykin & Schoenhofer, 2001
Caring is expressed by knowing the person as living, growing in caring. Theory posits that caring is a process in which all persons throughout life grows in the capacity to express caring.
where the one who cares and the recipient of care appreciate, and celebrate both self and others as caring persons.

19. Theoretical perspective
Caring as the human mode of being (Roach, 1970)
To care is to know more about the other as caring persons( an engaging experience) (Boykin & Schoenhofer, 2001)
Caring is a central ( ideal )concept in nursing; a response to a value, a relational caring for self & others (Watson 1985)
Caring is a moral imperative in nursing- theory of human caring (Watson, 2008)
Entailed in caring as the human mode of being are :
All of us have witnessed to the human capacity to care… its an innate quality.. We all are capable of caring
Nursing is the professionalization of human caring through deliberate affirmation of caring as the human mode of being; since nursing is a helping discipline, nurses have the power to care through the acquisition of knowledge and expertise—the cognitive, affective, technical and administrative skills specific to the practice of nursing.
Caring practice is seen as value-oriented; involving a response to value; the desire to care is a key motivating factor

20. Caring Inquiry What is the person doing when he/she is caring?
Caring Inquiry ( Sr Simone Roach, 1984)
What is the person doing when he/she is caring?

21. Caring Attributes (Roach, 1984)
7 C’s
Compassion
Competence
Confidence
Conscience
Commitment
Comportment
(Sr.S.Roach, 1984)

22. COMPASSION Caring compassion
A way of being aware of one’s relationship with others. Showing concern over one’ s pain, despair or sorrow
Interest to another is a characteristic of being compassionate
The caring presence of a compassionate person brings forth peace, contentment, love & kindness, understanding; as a caring compassionate teacher one become’s sensitive, perceptive and receptive to the needs of the students; finding time to get to know your students ; recognizing their strengths and weaknesses; offering encouragement; showing concern ; making self available to listen to the students’ concerns; being responsive to the needs of others.

23. COMPETENCE
Competence is the state of having knowledge, judgment, skills, energy, experience and motivation required to respond adequately.
Caring competence
A caring competent teacher must know his subject well; Uses sound judgment when making decisions; sure of what she’s doing,
A caring competent teacher is confident that he/she possesses professional knowledge attitude and skills; knows what to do in an emergency; giving grades that are accurate
The power of caring drives us to learn and be on top
Caring competence

24. CONFIDENCE Caring Confidence
The quality which fosters trusting relationships.
A critical attribute of professional caring.
Caring confidence happens with mutuality and respect
Caring Confidence
It is impossible to care without establishing trust; caring confidence happens with mutuality and respect; believing in the ability of people/students;
Offering encouragements to people when problems ; delegating responsibilities; being cheerful with others;

25. CARING CONSCIENCE
State of moral awareness, a compass directing one’s behaviour according to the moral fitness of things.
Caring conscience directs us to engage in self-examination; taking full responsibility in all your work/actions
State of moral awareness, a compass directing one’s behavior according to the moral fitness of things.
Caring conscience being responsible; being able to respond to something that matters; a response to a value
Caring conscience means taking responsibility in all your work; when things go wrong, engaging in self examination; putting others first before self; appreciating the other as a human being; being aware of one’s actions & behavior; actions reflecting a mature conscience; treating information with confidentiality; respecting the other is held

26. COMMITMENT
Complex affective response characterized by a convergence between one’s desires and obligations, and by deliberate choice to act in accordance with
them.
Caring commitment involves a personal dedication as devotion which is essential to caring; when devotion breaks down, caring breaks down
A committed teacher shows devotion to all tasks, obligation is regarded as not a burden; provides a reassuring presence;

27. COMPORTMENT
Comportment is the professional presentation of us as nurses to others in behavior, attitude, appearance, dress and language that communicate a caring presence.
It includes the need for self-awareness, awareness of impact of self on others, and accepting responsibility for our actions. This extends to responsibility for the healthcare environment and the behavior of others who contribute to it.

28. Jean Watson’s philosophy and science of human caring
The theory of Human Caring is not just an emotion, concern, attitude or altruistic desire.
Human Caring connotes a personal response. It involves values, a will, a commitment to care, knowledge, caring actions, and consequences.
Human caring is an inter-subjective human responses to health-illness condition;
Caring is related to inter-subjective human responses to health-illness conditions; a knowledge of health-illness; environmental –personal interactions; a knowledge of the nurse caring process; self-knowledge and knowledge of one’s power and transaction limitations.
The ideal and value of caring is a starting point, a stance, an attitude, which has to become a will, an intention, a commitment, and a conscious judgment that manifests itself in concrete acts.
A caring person is one who is responsive to a person as a unique individual; one who perceives the other’s feelings and sets apart one person from another from the ordinary. An uncaring person is by contrast insensitive to another person as a unique individual, not perceptive of the other’s feelings.

29. Watson’s core aspects of human caring
1.Relational Caring as ethical-moral-philosophical values-guided foundation
Caring core concepts -ten carative factors/caritas processes
Transpersonal caring moment-caring occasions field

30. Ten Carative factors as guide for the core of Nursing (Watson,2002-2007)
1. The formation of humanistic-altruistic system of values
2. The installation of faith-hope
3. The cultivation of sensitivity to one’s self and others
1.Practicing loving kindness and equanimity for self and other
2. Being authentically present; enabling/sustaining/honoring deep belief system and subjective world of self/other
3. Cultivating one’s own spiritual practices; deepening self-awareness, going beyond ‘”ego-self”
1. Humanistic – caring encompasses a humanitarian, human science orientation, human caring processes, phenomena and experiences
Altruism – is defined as willingness to put aside personal interests if it conflicts with the common good; willingness to put the interests of others before one’s own for the benefit of the common good; practicing loving-kindness and equanimity within the context of caring consciousness.
2. Instilling faith & hope- Watson, 1979, 1985, 1988, )

31. Carative to caritas processes
4. The development of helping-trusting relationship
5. The promotion and acceptance of the expression of positive and negative feelings.
4. Developing and sustaining a helping-trusting, authentic caring relationship
5. Being present to, and supportive of, the expression of positive and negative feelings as a connection w/ deeper spirit of self and the one-being-cared for.

32. Carative to caritas processes
6. Systematic use of scientific problem-solving caring processes
7. Promotion of interpersonal teaching-learning
6. Creative use of self and all ways of knowing/being/doing/
as part of the caring process ( engaging in artistry of caring-healing practices)
7. Engaging in genuine teaching-learning experiences in the context of caring relationships
7. When engaging in the process of transpersonal teaching-learning attend to the whole person and subjective meaning ( personal, inner, individual, emotional ) attempt to stay with in the other’s frame or reference ( evolve toward coaching role vs. conventional role of imparting information)

33. Carative Factors to Caritas process
8. Providing for a supportive , protective, and /or corrective mental, social, spiritual environment
Creating healing environments at all levels (physical/non-physical, subtle environment of energy and consciousness whereby beauty, peace, comfort, dignity are potentiated (being/becoming the environment)

34. Carative factors to CARITAS PROCESSES
9. Assistance with the gratification of human needs
9. Reverentially and respectfully assisting with basic needs; holding an intentional, caring consciousness of touching and working w/ the embodied spirit of another; honoring unity of being; allowing for spirit –filled connection

35. Carative to caritas process
Allowance of existential-phenomenological spiritual forces
Watson, 1979, 1985; 1988; )
10. Opening and attending to spiritual, mysterious, unknown existential dimensions of life-death sufferings; “allowing for a miracle”

36. Transpersonal Caring Relationships
Described as a special kind of care relationship that depends on;
1. the teacher-nurses’ moral commitment in protecting and enhancing human dignity
2. the teacher-nurses’ caring consciousness communicated to preserve and honor the embodied spirit;
3. the teachers’ caring consciousness and connection of having the potential to heal
This relationship describes how the nurse goes beyond an objective assessment showing concern towards the persons’ subjective and deeper meaning regarding their own health or situation. The caring consciousness becomes essential for the connection and understanding the persons’ perspective. This approach highlights the uniqueness of the person and the nurse and the mutuality between two individuals which is fundamental to the relationship,
The term transpersonal means to go beyond one’s own ego here & now; as it allows one to reach deeper spiritual connections in promoting comfort & healing; goal of transpersonal caring relationship corresponds protecting, enhancing, and preserving the person’s dignity, humanity and wholeness to achieve harmony.

37. Caring occasion/caring moment
A caring occasion is a moment when the teacher-nurse and another person come together in such a way that an occasion of human caring is created; both have the power to engage in human to human transaction with their unique phenomenal field
Moreover, both the cared for and the one caring can be influenced by the caring moments through the choices or actions decided within the relationship, thereby influencing and becoming part of their own life history. The caring occasion becomes transpersonal when it allows for the presence of the spirit of both and the event of moment expands the limits of openness and has the ability to expand human capabilities.

38. Teaching moments as caring ocassions
Transpersonal caring in education occurs when educators use teaching moments as caring occasions which are perceived as relational and reciprocal.
The educator uses the transpersonal teaching-learning occasion as a transactional process emanating in the teacher-student caring relationship that promotes an atmosphere of trust, respect, a mentoring assistance, and direct assistance to facilitate learning ( Watson, 1988)

39. Caring in Nursing Education
Caring for students is the moral imperative of the educator
( Watson, 1990)
Caring is an ethic to be established in the consciousness of the educator as a professional (Watson, 1990)
An evolutionary interpersonal process between a nurse educator and a student of nursing that incorporates experiences of caring interactions and transactions in a shared existential field called nursing education (Shelton, 1991).
A means or a tool used to put learning concepts into practice through a process founded on reverence for life, love of self, and others, and concern for improving world conditions (Forsyth,1989)
Ontological definition emphasize the essence of caring in nursing education as being grounded in the being of the teacher or student. The phenomenological concepts of shared meaning, lived experience and reciprocity are intrinsic in the definition
Caring in nursing education refers to caring as both a process and an action. The implication of the action-process emphasis of these definitions is that nurse educators are able to learn and to employ specific strategies to transmit and teach caring to students. The teacher’s competence is an important aspect of caring in nsg education(Watson) clearly delineates the role of the nurse educator as one who is competent enough to assist students to reflect upon their experiences in nursing; the teacher’s role is to make visible the caring practices of nurses which may not be discernible to nursing students.
Students need to experience caring in their lives and in the educational environment.
Caring reciprocity benefits both teacher and student

40. Caring in Nursing Education
Caring in teacher-student relationships are essential in education for 2 principal reasons:1)In order for students to implement caring practices, it is necessary that they experience caring in their lives and in the educational environment 2) empowerment of students to think critically & for themselves requires a trusting & caring environment (Watson, 1990) Caring in Problem based Learning at St Paul University Phils (2011, Baua)
BSN students in the study by Hughes indicated that they experienced a climate of caring when their teachers role modelled caring behaviors; role of the faculty-nurse as empowering students to care by recognizing the students as worthwhile and unique with individual needs and attributes.

41. Uncaring experiences of students with teachers
Uncaring practices of nursing faculty to students : disrespect, lack of concern, inconsistency, authoritative, insensitive, not prepared for class, passive, intimidating, playing favorites, subjective in giving grades, unethical behavior such as bias, insolent, discriminating, harassing students
( Savage & Favrett, 2005)

42. Important caring behaviors of faculty ( Nel Noddings, 1989)
Themes of caring: advocating, welcoming, making connections, spending extra time with students, giving feedback
Students favor relationships with teachers who are warm, supportive, responsive and caring, positive role modeling
Human caring dimensions: modeling, facilitating, encouraging, persevering, motivating; prepared for class, promoting independence

43. Problem based learning at SPUP
The role of the teacher is defined as “facilitator of learning”
Key to this teaching paradigm is “student centered learning”
Intrinsically motivated student learning
Teachers teach students how to integrate new experience with learned experience.
The teachers motivate students to develop self directed learning
Intrinsic motivation – alertness of curiosity is the basis of the students’ intrinsic motives for self-directed learning or intrinsic motivation rooted in the instinct of self-preservation required for successful adaptation to changing environmental conditions.

44. Caring in PBL: a teaching -learning approach for a socially responsible education
The role of the teacher is to sustain the students’ enthusiasm to learn by being supportive, nurturing, facilitating, enabling, guiding , and motivating students to self-directed learning.
Teachers engage students to an environment characterized by meaningful activity and knowledge –building- collaboration through expert guidance of the facilitator.
Transfer literature suggests that the salient qualities of transferable learning experiences occur in an environment that is characterized by meaningful activity, masterful guidance, and knowledge-building collaboration (Howard, 2002).
Meaningful activity. If students perceive a situation as relevant to their lives, they are much more likely to put in the time and effort necessary to develop the rich knowledge base leading to deep understanding, a necessary ingredient for transfer.
Expert guidance. Master teachers act as cognitive coaches, fostering the type of thinking that is essential for deep understanding and subsequent transfer. Without the guidance of a master teacher, students cannot be counted upon to make generalizations automatically, even in a rich, authentic context.
Knowledge-building collaboration. As students and teachers work together, they learn from each other and knowledge builds as they synthesize information. This kind of endeavor involves metacognition, or the ability to monitor one’s own thinking, evaluate progress, and adjust next steps accordingly. These skills, too, can be decontextualized and applied to other situations.

45. Assumptions of the Caring in Problem-based Learning Model
The caring PBL tutor challenges students through engagement of “real world problems”. It is student-centered and focuses more on learning rather than on teaching;
The PBL tutor as facilitator of learning , act as “care coach” to lead/guide the students in the learning process;
Teachers assume the role of a caring facilitator in the teaching -learning process;
The caring PBL tutor assists students in the transitioning from a traditional to a PBL classroom climate;
The PBL tutor uses teaching moments as caring occasions.

46. Role of the PBL Tutor (teacher)
Changed role of the teachers
Teachers act as meta cognitive care-coach throughout the PBL process.
They model and coach, giving students guidance as needed, but encouraging student independence in goal setting and decision-making.

47. Caring Behaviours of Nursing Faculty in a PBL environment (Baua,2011)
7 caring themes
Commitment
Confidence
Presence
Guidance
Concern
Competence
Conscience

48. Descriptions of Caring Presence
Spends quality time with students
Warm and gentle
Active listening
Making self available for concerns
Spends extra time to discuss lessons

49. Descriptions of Caring Guidance
Act as a parent to me
Takes time to advise me when I am not performing well in PBL
Instills discipline during PBL time
Gives advice when necessary
Strict and firm in making decisions
Gives guidance and support all the time
Teacher as the primary caregiver and transmitter of caring to students.

50. Descriptions of Caring Confidence
Promotes a learning climate that is growth promoting and non threatening
Offers hope and encouragement
Motivates me to make decisions responsibly
Believes and trusts in my abilities
Encouraging and motivating

51. Descriptions of Caring Commitment
Conveys a sense of dedication to his/her work
Monitors PBL sessions with patience & enthusiasm
Willing to participate in school activities
Consistent in what she/he does
Works with patience and perseverance

52. Caring Competence A good facilitator of learning during PBL sessions
Critiques our responses during growth sharing
Motivates us to think critically and creatively
Assists and supports us during PBL sessions
Synthesizes lessons learned
Good communication skills
The tutor is a resource person and a guide to sources and knows how to provide resources and raw materials, a guide to channels and human resources

53. Caring Conscience Being non judgmental
Equal treatment among students, not playing favorites ( no bias and prejudices )
Open minded
Honors my deep value belief system
Makes use of appropriate criticisms
Exercises confidentiality
Regard students as unique persons with the right to express their own feelings and opinions
8. Establishes a teacher-learner relationship based on mutual trust and respect; allowing independence and openness.
9. Promote the students’ confidence by enhancing their security and making them aware of their own powers and their own worth.

54. Caring Concern Genuine interest and sincerity in knowing the students
Allows student to discover what it means to be autonomous, spontaneous, creative and self-disciplined in their efforts to reach their own goals;
Receptive and sensitive to the needs of students;
Recognizes student as a unique person;
Empathetic understanding
The effective tutor establishes good rapport with the students in a person-centered setting.
Show s the same interests to all students , responding equally to their learning needs; treats them fairly and makes clear what is expected from them; encouraging active participation, give grades accurately, makes correct assessment of their progress; motivating them by communication enthusiasm.
sympathy and non-possessive caring, empathy or empathic understanding the tutor pays attention to assist students in gaining understanding of their own world and their behaviors; listen sensitively to the feelings of others, to evaluate themselves in their own context, to understand themselves and to make constructive choices; act responsibly and to control their own lives.

55. How do students learn to CARE?
A model of caring for teacher education:
Dynamics of care
Caring behaviours
Creating caring environments
Facilitating the development of caring
(Katzenmeyer, 1991
Inventing schools of Tomorrow)
Dynamics of care –the dynamics of relationships that occur between teachers and students
Positive regard towards students and families
Mutual personal belief about the responsibility to nurture caring in relationships
The dual and reciprocal nature of caring
Caring behaviours of teachers are specific acts a teacher performs that may be considered to be caring

56. Caring behaviours
Staying committed and having passion for teaching; communicating enthusiasm and excitement to students
Unrelenting devotion to a struggling student or helping the student become accepted socially
Personal value of responsibility, persistence, and sacrifice

57. Dimensions of caring behaviors
1. Ability to attend to academic, social and affective areas in the students. 2. A behavioral pattern consistent to caring acts. 3. Getting to know the students well, being a good listener, acting fairly and unintimidating, challenging students to be better persons; making students feel good about themselves.

58. Creating Caring environment ( Menciptakan peduli lingkungan)
Safe and orderly classroom designed to meet the needs of students
Establishing school and classroom climate of mutual trust, honesty
Psychological protection and care in institutional interactions
Creating caring environments ; the physical, social, emotional, spiritual dimensions of climate that the teacher develops:

59. Memfasilitasi pengembangan peduli Keperawatan
1. Modeling caring thoughts & behaviors
2. Creation of moral thoughts and behaviors
3. Respect for differences in each individual

60. How do we practice caring? Bagaimana kita berlatih peduli?
Noddings ( 1999) caring as foundation for learning activities (merawat sebagai dasar untuk kegiatan ) belajar
Modeling (pemodelan)
Dialogue (dialog)
Practice( praktek)
Confirmation (konfirmasi)
Teachers need to demonstrate caring not only in words but in deeds; I don’t tell them to care or tell them to read books about caring but I demonstrate it in my relations with them.
Dialogue – The intent is to engage people in dialogue about caring; as Noddings pointed out, dialogue is an essential part of caring that we could not model caring w/out engaging with it. It is important that we talk directly about and explore our caring – as it is manifested in very different ways.
Practice- we practice what we teach; if we want to produce people who cares for one another, then it makes sense to give students time to practice caring within the classroom, outside the classroom and engage in reflective practice.
Confirmation- Noddings draws on the work of Martin Buber who describes confirmation as an act of affirming and encouraging the best in others. When we confirm our students, we identify the better part of themselves and encourage its development; to do this we must know the other reasonably well; we don’t posit a single idea for everyone rather we recognize something admirable, or at least acceptable, struggling to emerge in each student we encounter, the goal or attitude must be seen as worthy by the person trying to achieve it and by us. We do not confirm people in ways we judge to be wrong.
Such confirmation involves trust and continuity. Continuity is needed as we need knowledge of the other and the former as the carer needs to be credible and to be capable of handling explorations and what emerges sensitively.

61. CARING IN NURSING EDUCATION
Thank
you !