Nursing Students’ Experiences With Life-Respecting And Protecting Practices: Qualitative Content Analysis Following Kolb’s Experiential Learning Theory Process

Abstract

Purpose: This study explored the effectiveness of practical education on respecting and protecting life for nursing students and the process of expanding their awareness of life. Method: Qualitative content analysis was conducted on 750 life protection practice reports written by 50 first-year nursing students over a 15-week period, based on Kolb's experiential learning theory process. Results: The students' practical experiences yielded themes organized into three categories: “Protecting My Own Life,” “Respecting and Protecting Others' Lives,” and “Respecting and Protecting the Lives of Animals and Plants.” Conclusion: Through the practical process, the students expanded their concerns and actions to encompass all life, including themselves, others, animals, plants, and the natural environment, thereby cultivating an awareness of respect for life. Such experiences enhanced their respect for life and ecological sensitivity and made them aware of their responsibility toward others and environmental protection. In particular, life-protecting practices extended beyond the individual to the community level, confirming that this could have a significant impact on the formation of nursing students' bioethical awareness. Therefore, this study suggests the need to expand experience-based ethics education in nursing education programs.