A nurturing and caring environment to facilitate nursing students’ professional development in Rwanda: a focused ethnographic study

Abstract

Abstract Objectives To explore the values, practices, and behaviours that support nursing students’ professional development in practice-based learning environments in Rwanda. Methods A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation. Results Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth. Conclusions Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally. Implications for international audience Findings underscore the need to enhance caring values within nursing curricula.