Abstract
BackgroundIn the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning.AimThe purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and facilitate trust and trusting relationships in the nursing education context.SettingTwo nursing education institutions were purposively sampled that offered a comprehensive programme in nursing.MethodsA grounded theory study was conducted with the aim to develop a model for trust and trusting relationships in teaching and learning. Purposive, convenience and theoretical sampling of participants were applied. The sample size consisted of 5 educators and 23 students at a university and 9 educators and 37 students at a public nursing education institution. Charmaz’s methods were used for the data analysis. Collection and analysis of data were conducted concurrently.ResultsData of views from the educators and students on trust were synthesised. Themes identified were: professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning context, and outcomes of lack of trust. From the findings, a substantive model to foster and facilitate trust and trusting relationships in nursing education was developed.ConclusionThe study contributed to understanding trust in nursing education. Recommendations focus on fostering and facilitating self-trust and trusting relationships and also on how the model could be implemented in nursing education.ContributionFostering and facilitating trust and trusting relationships in the nursing education context will enhance a trusting culture and contribute to the quality of teaching and learning.
Highlights
Trust and trusting relationships are the cornerstone of human relationships and are of great importance in the lives of humans
This article aims to describe the model for trust in education and learning that was developed from the findings of the study, and how it could be applied to higher education institutions that offer training of healthcare professionals
Steps involved refining the model based on clarity, simplicity and consistency; appropriateness and relevance; comprehensiveness; adaptability and generalisability; practicality and usefulness; accessibility; importance for education, practice and research and transferability
Summary
Trust and trusting relationships are the cornerstone of human relationships and are of great importance in the lives of humans. Many researchers consider trust as an important topic (Bencsik & Machova 2016) especially in organisations where collaboration and engagement are essential to achieve organisational success (Covey & Link 2012). Trust is considered a crucial matter (Uslaner 2016) and it is critical to have positive trusting cultures in educational environments (Erdogan 2016). Trust in teaching and learning are devoted to relationships but extend to the educational environment, characteristics of educators and students such as behaviours, standards, attitudes, beliefs and expectations (Van Maele, Forsyth & Van Houtte 2014). In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning
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