The theme of Caring Constraints

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Phenomenology Study: Characteristics of Nursing Lecturers in the Faculty of Nursing, Private University, Medan City

Nursing education is a vital component of healthcare systems worldwide, and the quality of nursing education is directly influenced by the characteristics of nursing lecturers. In the context of nursing education, caring is a crucial aspect that is realized through the attitudes and behavior of lecturers in interacting with students. Caring lecturers not only provide academic knowledge but also form the caring characters in students, which is essential for their future careers as nurses. This study aims to explore the characteristics of caring nursing lecturers in the Faculty of Nursing, Private University, Medan City, using a descriptive phenomenological approach.

Background of the Study

Nursing education is not only focused on the mastery of science but also on the formation of caring characters in students. Caring in the context of nursing education is realized through the attitudes and behavior of lecturers in interacting with students. Nursing lecturers are required to present the meaning of caring authentically, like treating patients, considering students also experience academic and psychological challenges during the education period. The characteristics of caring nursing lecturers are essential for creating a conducive learning environment and encouraging the growth and development of caring characters in students.

Methodology

This study employed a descriptive phenomenological approach to explore the experience and perception of lecturers about caring. The Colaizzi analysis method was chosen to analyze the data collected through observation, field notes, and in-depth interviews. A total of 12 lecturers who met the criteria were chosen as samples through purposive sampling techniques. The data was analyzed to identify the themes and sub-themes that illustrate the characteristics of the lecturer's caring.

Results

The results revealed 7 thematic categories with 21 sub-themes that illustrate the characteristics of the lecturer's caring. The thematic categories include:

Caring theme: This theme includes the characteristics of caring lecturers, such as providing motivation, appreciating students, building professional closeness, providing time availability, using systematic methods in solving problems, showing empathy, and demonstrating commitment and sincerity.
Non-Caring Themes: This theme includes the characteristics of non-caring lecturers, such as verbal violence, emotional violence, and lack of commitment.
Caring Support Themes: This theme includes the benefits of caring lecturers, such as becoming a role model, increasing the positive value of the institution, increasing respect and respect, reducing work stress, and facilitating students in receiving material.
The theme of Caring Constraints: This theme includes the challenges faced by caring lecturers, such as difficulty in establishing professional closeness, lecturer's busy schedule, and limited time and space.
Themes of Caring Benefits: This theme includes the benefits of caring lecturers, such as increasing the positive value of the institution, increasing respect and respect, reducing work stress, and facilitating students in receiving material.
Non-Caring Impact Theme: This theme includes the negative impact of non-caring lecturers, such as inhibiting self-actualization, fear of lecturers, and reluctance to listen to the lecturer's words.

Discussion

The results of this study show that 73.6% of lecturers in the Faculty of Nursing have good caring characteristics. This indicates that the majority of lecturers in the faculty are caring and provide a conducive learning environment for students. However, the study also highlights the importance of continuing to improve the characteristics of caring and minimizing non-caring behavior.

Conclusion

This study provides an important picture of the characteristics of the caring of nursing lecturers in the city of Medan. It is hoped that this research can be a reflection material for lecturers and administrators of nursing education to create a conducive learning environment and encourage the growth and development of caring characters in students. The study recommends that lecturers continue to improve the characteristics of caring and minimize non-caring behavior. Nursing education administrators also need to re-examine institutional policies that can support the creation of a caring culture in the learning process and education administration.

Recommendations

Based on the results of the study, the following recommendations are made:

Lecturers should continue to improve the characteristics of caring and minimize non-caring behavior.
Nursing education administrators should re-examine institutional policies that can support the creation of a caring culture in the learning process and education administration.
The faculty should provide training and development programs for lecturers to improve their caring characteristics.
The faculty should establish a system to monitor and evaluate the caring characteristics of lecturers.
The faculty should provide a conducive learning environment that supports the growth and development of caring characters in students.

Limitations of the Study

This study has several limitations. The study was conducted in a single faculty, and the sample size was limited to 12 lecturers. The study also relied on self-reported data from the lecturers, which may be subject to bias. Future studies should aim to replicate this study in other faculties and with a larger sample size.

Future Research Directions

This study provides a foundation for future research on the characteristics of caring nursing lecturers. Future studies should aim to explore the following research questions:

What are the factors that influence the development of caring characteristics in nursing lecturers?
How can nursing education administrators support the creation of a caring culture in the learning process and education administration?
What are the outcomes of caring nursing lecturers on student learning and development?
How can nursing education administrators evaluate the caring characteristics of lecturers?

By addressing these research questions, future studies can provide a more comprehensive understanding of the characteristics of caring nursing lecturers and inform the development of effective strategies to support the creation of a caring culture in nursing education.
Frequently Asked Questions (FAQs) about Phenomenology Study: Characteristics of Nursing Lecturers in the Faculty of Nursing, Private University, Medan City

Q: What is the purpose of this study? A: The purpose of this study is to explore the characteristics of caring nursing lecturers in the Faculty of Nursing, Private University, Medan City, using a descriptive phenomenological approach.

Q: What is phenomenology? A: Phenomenology is a research approach that focuses on the study of conscious experience or perception. In this study, phenomenology is used to explore the experience and perception of lecturers about caring.

Q: What is the Colaizzi analysis method? A: The Colaizzi analysis method is a qualitative research method used to analyze data collected through observation, field notes, and in-depth interviews. This method was chosen to analyze the data collected in this study.

Q: What are the characteristics of caring nursing lecturers? A: The characteristics of caring nursing lecturers include providing motivation, appreciating students, building professional closeness, providing time availability, using systematic methods in solving problems, showing empathy, and demonstrating commitment and sincerity.

Q: What are the benefits of caring nursing lecturers? A: The benefits of caring nursing lecturers include becoming a role model, increasing the positive value of the institution, increasing respect and respect, reducing work stress, and facilitating students in receiving material.

Q: What are the challenges faced by caring nursing lecturers? A: The challenges faced by caring nursing lecturers include difficulty in establishing professional closeness, lecturer's busy schedule, and limited time and space.

Q: What is the impact of non-caring nursing lecturers on students? A: The impact of non-caring nursing lecturers on students includes inhibiting self-actualization, fear of lecturers, and reluctance to listen to the lecturer's words.

Q: What is the significance of this study? A: This study provides an important picture of the characteristics of the caring of nursing lecturers in the city of Medan. It is hoped that this research can be a reflection material for lecturers and administrators of nursing education to create a conducive learning environment and encourage the growth and development of caring characters in students.

Q: What are the recommendations of this study? A: The recommendations of this study include:

Lecturers should continue to improve the characteristics of caring and minimize non-caring behavior.
Nursing education administrators should re-examine institutional policies that can support the creation of a caring culture in the learning process and education administration.
The faculty should provide training and development programs for lecturers to improve their caring characteristics.
The faculty should establish a system to monitor and evaluate the caring characteristics of lecturers.
The faculty should provide a conducive learning environment that supports the growth and development of caring characters in students.

Q: What are the limitations of this study? A: This study has several limitations, including:

The study was conducted in a single faculty, and the sample size was limited to 12 lecturers.
The study relied on self-reported data from the lecturers, which may be subject to bias.
Future studies should aim to replicate this study in other faculties and with a larger sample size.

Q: What are the future research directions? A: Future studies should aim to explore the following research questions:

What are the factors that influence the development of caring characteristics in nursing lecturers?
How can nursing education administrators support the creation of a caring culture in the learning process and education administration?
What are the outcomes of caring nursing lecturers on student learning and development?
How can nursing education administrators evaluate the caring characteristics of lecturers?