| The lived experience of caring-presence phenomenon may have meaning for nursing faculty and nursing students, but is not sufficiently researched in the discipline of nursing. This hermeneutic phenomenological qualitative study is designed to understand the lived experience of caring presence within the context of the nursing faculty and nursing student relationship. Nine full time tenure track nursing faculty and six full time clinical nursing students participated, by means of in-depth interviews describing the meaning of caring presence within a nursing faculty-nursing student relationship. The van Manen phenomenological approach was used as the applied methodology for interpretation and reflection of the findings for this study. The findings of the study reveal caring-presence is a distinct phenomenon with five interconnected essential themes that illuminate the experience. Paterson and Zderad's Humanistic Nursing Theory and Jean Watson's Transpersonal Caring Relationship were used as a framework to reflect upon the findings. The research findings have implications for continued research in the development of caring-presence as a concept and as a phenomenon. The implications for nursing education include development of pedagogical approaches, teaching and learning strategies, and caring science curriculum development based upon the caring-presence relationship of nursing faculty and nursing students. The caring-presence relationship between nursing faculty and nursing students transforms both the faculty and the student. |
