What does it mean to be caring? How is caring lived in the human experience? The purpose of this presentation is to describe an interprofessional undergraduate course developed to teach the concept of caring to University Honors students, including: 1) the conceptual model guiding the course development and implementation, 2) the active teaching and learning strategies used to meet expected learning outcomes, 3) and student evaluations of learning. The premise of this course is that caring is a moral imperative for becoming a professional, scholar, and global citizen.
Method
A conceptual model was created based on seminal theoretical literature, and served as the guiding framework for this course. Through classic and contemporary works, the students explored the concept of caring over the past, present, and future through interpersonal, theoretical, ethical, and socio-political lenses. Engaging in discussions and reflections assisted in illuminating ways in which the students could embody this concept and approach it in individual, interpersonal, professional, and civic engagements. This course was designed to increase student understanding and application of the concept of caring, and to assisting the student in articulating a philosophical view and approach to putting caring into action as a professional, scholar, and global citizen.
The course was implemented as a three-credit-hour course, delivered for 75 minutes, two days a week for fifteen weeks. A seminar format was used for all classes. Class times were structured in a consistent format: 1) Ten minutes for review of previous class objectives and to present current class objectives, 2) thirty minutes for seminar discussion of readings using multiple student engagement techniques, including small group work, think-pair-share, individual reflection, and guided discussion questions, 3) twenty minutes designated as clinic time to learn and practice skills such as narrative writing, content analysis, concept analysis, essay writing, structured argument, and presentation techniques, and 4) fifteen minutes for reflective writing practice in the student journal.
Expected learning outcomes included: 1) Discuss historical and contemporary development of the concept of caring, 2) Evaluate elements of caring theories, including concepts, principles, and assumptions, 3) Explain the relationship of caring to ethical principles and a professional code of ethics, 4) Apply concepts of caring to concerns affecting individuals and communities to develop socially responsible positions on socio-political issues, and 5) Articulate a philosophical view of caring.
To measure expected learning outcomes, the following assignments were required: 1) Caring Story Narrative & Content Analysis, using a personal story, 2) Theory Presentation, using caring theory, 3) Care and ethics essay, using a professional code of ethics, 4) Position Paper & Poster Presentation, using a public policy issues from the state legislature website, 5) Personal Philosophy of Caring, and 5) a weekly Reflective Journal.
Results
Twenty 25 students enrolled in the course. Two students withdrew from the course, one on the first week (did not need the additional credit hours for degree), and one at week eight (personal health reasons). Twenty-three students represented the following majors: pharmacy, exercise physiology, athletic training, laboratory sciences, pre-medicine/biology, theatre, speech pathology, engineering, nutrition sciences, psychology, and nursing. All students completed all assignments.
Student deliverables included essays rich with personal values, explanations supported by theories, applications of the concept of caring to a professional code of ethics, and the use of classic argument structuring to present a personal position on a socio-political issue. In addition, students presented their work in a poster gallery walk that attracted attendance from multiple faculty and clinicians, school and university administrators, and the President of the state nurses association. In addition, the University Repository Librarian, upon recommendation, requested the student work to be submitted to the University Repository of Student Works, with 22 students accepting this offer.
Course evaluations were collected at several points, including: Midterm class feedback survey, feedback from gallery walk participants, student focus groups at close of semester, and anonymous student evaluation of instruction. Collectively, evaluations showed that the course met expected learning outcomes, and that students thought the seminar format and projects were relevant to their learning, and that their learning could be enhanced by participating in an interprofessional course. In addition, student comments included liking “how open the conversations can be after readings”, “the inclusive nature and the conversations we have as a group,” and “learning from each other”, and that “It has been an unexpectedly relevant and thought provoking class.”
Implications
Interprofessional classes provide a unique opportunity to teach a concept that can be challenging for nursing faculty to teach. Using a theoretical approach to teaching caring provides an evidence-based and inclusive strategy for developing teaching and learning experiences, where commonalities and unique contributions to living caring as a professional, scholar, and citizen can be planned and realized by students. Structuring learning activities that lay out the expectations of what it means to demonstrate caring are needed to help students internalize what is means to live caring.