Nursing students and teachers experiences and meanings of curricular integration of humanisation: A qualitative design

Abstract

The dominance of the biomedical model in health education has impeded the integration of humanisation as a cross-cutting competency in nursing curricula. The present study aimed to explore the experiences and perceptions of faculty and students regarding a curricular innovation intended to incorporate humanisation competencies from the early stages of nursing education. A qualitative design was employed, using semi-structured interviews with six faculty members and eleven first- and fifth-year nursing students at a Chilean university. Data were collected between September and November 2024 and analysed using content analysis. The study is reported in accordance with the COREQ guidelines. Students who participated in the curricular intervention associated humanisation with specific tools and clinical experiences, whereas those who had not been exposed to the intervention described it mainly in terms of general attitudes, such as empathy. Faculty members identified institutional barriers and highlighted the importance of mentorship and supportive policies. The early and transversal integration of humanisation into the curriculum facilitated a more meaningful understanding and practice of person-centred care.