A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education

Abstract

Abstract Aim The aim of the study was to report an analysis of the novel concept, facilitating presence through guided reflection for transformative learning. Design A concept analysis. Methods Search included keywords ‘presence’, ‘reflective practices’, ‘nursing education’ and ‘concept analysis’. 65 peer‐reviewed articles between 2000–2020 were included. Results The final definition of the main concept is an interpersonal, co‐constructed, intersubjective and intentional process to accompany nursing students in deep, constructive learning to discover new meanings and perspectives through self‐inquiry and critical reflection on experiences. The nurse educator actively listens and intimately connect in the moment to create a safe environment. This leads to the nursing student's ability to learn to see what is important to the other and to respond by doing what can be done and/or by being who the other needs one to be. Patient Contribution This concept will help to streamline the practice of presence ultimately enhancing the quality of patient care.

Keywords

• concept analysis
• guided reflection
• nurse educator
• nursing education institution
• nursing student
• presence