The identification of caring as a core value for nursing practice elaborates the need to investigate the educational processes through which caring can be learned by those who will assume primary caregiver roles. Using qualitative inquiry, this study was conducted to describe a climate for caring as perceived by 10 junior nursing students and to identify faculty behaviors and faculty-student interactional episodes through which these students experience a climate for caring. Consistent with one researcher's conceptualization of the components of a moral education, the findings from this study suggest that modeling, dialogue, practice, and confirmation are the faculty-student interactional processes through which these students experienced a climate for caring.
Fifty medical/surgical patients were surveyed concerning the occurrence of life events during the preceding year. Their subjective evaluations of the events were obtained for the dimensions of desirability, adjustment, anticipation, and control. Substantial overlap was found among the four dimensions, with the degree of overlap varying as a function of whether persons or events were taken as the units of observation. Overlap was greater when events rather than persons served as the units of observation. This finding has implications for the choice of normative versus idiographic approaches to weighting events. Regarding the evaluative dimensions themselves, overlap was greatest for desirability and least for control. Psychological impairment was the area of psychosocial adjustment primarily associated with subjective evaluations, specifically with desirability and adjustment. The results of this study are not promising for the inclusion of anticipation and control as major dimensions of stressfulness.
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