| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. Education Bibliography: leaves 91-97 This qualitative phenomenological study explored and described how ten second year, Canadian Bachelor of Nursing students perceived and experienced caring within their lived experience of their nursing education program. Interpersonal relationships with patients, instructors/faculty, peers, staff and their own parents played a large role in the students' descriptions. From the data collected through open-ended interviews with each of the students who participated in the study, five themes were identified: 1) A variety of relationships create a caring learning environment; 2) it is important to establish a genuine presence within the relationship; 3) these relationships often provide support or help to the individuals involved; 4) time is required for caring; and 5) reciprocity is often a result. The students expressed a range of views on the influence of factors such as gender, previous educational background and their place of origin or geographical location. Students also gave examples of how a caring learning environment improved their learning outcomes.
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