Raising nurse educators’ awareness regarding caring pedagogical relationships’ barriers to foster inclusive simulation settings: Insights from a phenomenological study

Aim

The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers.

Background

A caring pedagogical relationship is a powerful strategy to foster students’ learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students’ learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation.

Design

This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program.

Results

This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled “Educator’s conscientization regarding barriers to the development of a caring pedagogical relationship”. According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators’ dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators’ experiences and (d) educators’ disinterest in students’ learning.

Conclusions

Leaving caring pedagogical relationships’ barriers unaddressed has shown adverse impacts on students’ learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students’ apprenticeship and suggest political actions to build caring and inclusive simulation environments.

Study Registration Number

CERSES-19–050-D.