A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education.
Kathleen Froneman, Emmerentia du Plessis, Anneke Catherina van Graan
PMID 36528872WHAT IT FOUND
Nurse educators can teach students to be 'present' with patients by guiding them through critical reflection on their own clinical experiences.
This process aims to shift students' perspectives so they respond with compassion and appropriate action, rather than just memorizing facts.
Key findings
01The concept of 'facilitating presence' is defined as leading and assisting the progress of making practicing presence possible through an interpersonal, reciprocal, and intentional process.
02Guided reflection involves the educator supervising students to engage in serious, careful thought and critical examination of experiences, leading to self-inquiry and changed perspectives.
03Transformative learning is described as a change process that shifts the student's frame of reference, resulting in positive changes in thoughts, feelings, beliefs, and behavior.
STILL TO COME
How it was doneWhat they foundWhat it means for RNs
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What it does not show
The study is a theoretical concept analysis, not an empirical test of an intervention. It does not provide evidence that this specific model improves patient outcomes or nursing practice. The literature review was limited to English-language articles, which may have missed cultural nuances in how 'presence' is understood and practiced. No empirical referents or measurement tools were developed to validate the concept in practice.
The easy way to misread this
Do not interpret this concept analysis as evidence that guided reflection improves patient outcomes. The paper defines a theoretical model for nursing education but does not report clinical trial data or patient results.