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The purpose of this research was to investigate the Self-Development for Evidenced-Based Human Caring (EBHC) in Nursing Students.This study was guided by the Constructive Grounded Theory. The methodology consisted of in-depth interviews for 25 key informants purposefully chosen on two key attributes: students with the characteristics of EBHC self-development (20 nursing students); and instructors who supported the EBHC self-development of the nursing students (5 nursing instructors). The nursing students’ learning process was observed under both formal-classroom setting and informal-outside classroom activities. Their daily log of experiences and diaries, curriculum, and related materials were also investigated. Content analysis was employed in this study.
The findings indicated that the contexts and processes contributing to the EBHC self-development of students enrolling in the Nursing Science Program had existed. These contexts were: using the nursing institutions as the learning community; deploying EBHC paradigm and approach in curriculum planning; internalizing the students’capability for self-development; having encourage the faith and faith of students; having the role of the instructor and environment that encourages student development. The processes included: 1) focusing on authentic learning activities; 2) linking between knowledge from textbook and real life situations; 3) understanding human life experiences; 4) learning through interaction with other people; 5) developing reflective thinking for changing and improvement; and 6) possessing global perspective as it actually happens.
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