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This qualitative research project explored the
experiences of nurse educators who sought to assess
aspects, which could be related to facilitation of
emotional competence, in nursing students. Focus
groups were conducted in three different educational
institutions, offering a Bachelor of nursing degree.
Each of the participants had a teaching and
assessment role within the school of nursing. The
contributions of the nurse educators and their
interactions were audio taped, transcribed and then
later, analysed using thematic and focus group
analysis practices.
From the analysis of the experiences of the nurse
educators, four predominant themes arose which
capture the areas of importance to the participants.
Student nurses can develop emotional competence by
critically reflecting during classroom and clinical
experiences. Continuous consideration must be made
within each practicing area of nursing, of the
environmental and relational challenges which inhibit
or facilitate nurse?s ability to practice with
emotional competence.
experiences of nurse educators who sought to assess
aspects, which could be related to facilitation of
emotional competence, in nursing students. Focus
groups were conducted in three different educational
institutions, offering a Bachelor of nursing degree.
Each of the participants had a teaching and
assessment role within the school of nursing. The
contributions of the nurse educators and their
interactions were audio taped, transcribed and then
later, analysed using thematic and focus group
analysis practices.
From the analysis of the experiences of the nurse
educators, four predominant themes arose which
capture the areas of importance to the participants.
Student nurses can develop emotional competence by
critically reflecting during classroom and clinical
experiences. Continuous consideration must be made
within each practicing area of nursing, of the
environmental and relational challenges which inhibit
or facilitate nurse?s ability to practice with
emotional competence.