Qualitative Study on the Needs of Clinical Nursing Teachers’ Humanistic Care Competency Training
This study addresses issues such as an overemphasis on technical skills and neglect of humanistic aspects among clinical nursing educators during the transition of nursing education toward “integration of technology and humanism.” It aims to identify gaps in humanistic care practice capabilities, training needs, and contextual challenges faced by clinical nursing educators during clinical teaching. Employing a phenomenological research approach, semi-structured in-depth interviews were conducted with 11 clinical nursing educators with ≥5 years of experience at a tertiary-level Class A hospital in Urumqi. Data analysis was conducted using NVivo 12.0 combined with Colaizzi’s seven-step analysis method. Two major categories of positive and negative needs were extracted: positive needs included training to alleviate student anxiety, enhance teachers’ professional identity, and deepen understanding of humanistic theories; negative needs included high practical difficulty and insufficient awareness of caring education among teachers. The findings indicate that clinical nursing instructors have substantial training needs in humanistic care competencies. There is an urgent need to establish a standardized, institution-wide collaborative training system and strengthen reflective practice capabilities. Through two-way capacity building, ursing humanities education should shift toward simultaneously enhancing both educators’ teaching competencies and students’ learning capabilities.
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