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Chamberlain University
NR-715: Scientific Underpinnings
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Date
Nursing students often experience heightened anxiety, even during routine academic and clinical activities. Clinical learning situations can evoke powerful emotions such as fear, stress, and helplessness, all of which negatively influence performance and confidence. These challenges underscore the theory–practice gap, a persistent issue where theoretical knowledge gained in classrooms does not always seamlessly transition into practical clinical settings.
Jean Watson’s Theory of Human Caring provides a guiding framework to address this gap by highlighting the significance of transpersonal relationships and caring interactions between individuals. Rather than focusing solely on technical or procedural tasks, Watson’s model prioritizes compassion, human dignity, and holistic well-being, ensuring that caring remains central to nursing education and practice.
Watson’s theory has been influential in transforming nursing by embedding the principles of kindness, empathy, and holistic care. A clinical education program examined by Durgun Ozan et al. (2020) demonstrated that implementing Watson’s framework in practice significantly reduced students’ anxiety and enhanced their coping strategies. Supportive relationships between instructors and students emerged as a critical factor, reinforcing Watson’s metaparadigm of person, health, environment, and nursing.
The table below demonstrates how Watson’s metaparadigm aligns with nursing students’ experiences in clinical education:
| Concept | Definition in Watson’s Theory | Application to Nursing Students in Clinical Education |
|---|---|---|
| Person | Represents the individual as a whole, integrating culture, spirituality, family, and values. | Nursing students embody the “person.” Their success depends on harmony between mind, body, and spirit. When self-identity aligns with personal values, students adapt more effectively to clinical demands. |
| Health | Refers to complete well-being—physical, mental, and social—not merely absence of illness. | Students’ well-being requires preparation for both academic and emotional challenges. Instructors can teach coping mechanisms, mindfulness, and stress reduction to safeguard health. Tools like the Ways of Coping Inventory assess resilience. |
| Environment | Encompasses internal and external factors shaping one’s experience. | The clinical site serves as the environment. Instructors who promote trust, empathy, and creativity foster supportive learning. Watson’s Carative Factors (e.g., altruism, trust, and teaching) enhance this environment. |
| Nursing | Application of compassion, science, and skill to deliver holistic care. | Nursing education, under Watson’s model, shifts away from mechanistic approaches. Students learn to prioritize empathy, dignity, and healing relationships over purely technical execution. |
The study conducted by Durgun Ozan et al. (2020) aimed to evaluate how clinical education grounded in Watson’s Theory of Human Caring influenced nursing students’ coping mechanisms and anxiety levels. Students frequently struggle with stress stemming from fear of making mistakes, pressure from supervisors, and high expectations. Integrating Watson’s framework into the curriculum provided them with resilience strategies and promoted a supportive educational environment.
Question: Are the nursing students congruent with their real self?
In Watson’s framework, the “person” reflects unity of mind, body, and spirit (Watson, 1988). Nursing students experience personal growth when they achieve this harmony, resulting in increased confidence and academic engagement. Alignment with their true selves enhances learning by reducing internal conflict and fostering resilience.
Health for students extends beyond physical stability—it involves mental strength, social balance, and emotional readiness. Faculty members can support student health by modeling self-care, teaching stress-management strategies, and promoting balance between academic responsibilities and personal well-being (Durgun Ozan et al., 2020).
The clinical environment profoundly shapes how students learn and practice. A nurturing setting built on trust, mutual respect, and empathy encourages learning without fear of failure. Application of Watson’s Carative Factors—such as instilling faith and hope, cultivating sensitivity, and supporting expression of emotions—creates a compassionate environment conducive to both learning and healing (Riegel et al., 2018).
Nursing, according to Watson’s model, is more than a set of technical procedures—it is a human science rooted in empathy and ethical responsibility. For students, this redefines their role in healthcare: not just as caregivers who perform tasks, but as professionals who embody compassion and support holistic well-being (Fitzpatrick & Whall, 2005).
Watson’s Theory of Human Caring provides a powerful foundation for bridging the theory–practice gap in nursing education. By integrating this model into nursing curricula and clinical practice, educators create opportunities for students to develop coping skills, reduce anxiety, and cultivate a deeper sense of compassion. This model reinforces caring as the essence of nursing while equipping students with both technical competence and emotional resilience. Ultimately, Watson’s framework ensures that nursing practice remains human-centered, holistic, and transformative.
Durgun Ozan, D., Duman, M., Çiçek, Ö., & Baksi, A. (2020). The effects of clinical education program based on Watson’s theory of human caring on coping and anxiety levels of nursing students: A randomized control trial. Perspectives in Psychiatric Care, 56(3), 621–628. https://doi.org/10.1111/ppc.12477
Fitzpatrick, J. J., & Whall, A. L. (2005). Conceptual models of nursing: Analysis and application. Pearson Prentice Hall. https://dl.uswr.ac.ir/bitstream/Hannan/141162/1/9781496351203.pdf
Riegel, F., Crossetti, M. D. G. O., & Siqueira, D. S. (2018). Contributions of Jean Watson’s theory to holistic critical thinking of nurses. Revista Brasileira de Enfermagem, 71(4), 2072–2076. https://doi.org/10.1590/0034-7167-2017-0065
Watson, J. (1988). Nursing: Human science and human care. A theory of nursing. National League for Nursing.
