From procedure to presence: A pedagogical evaluation of experiential touch-based training in nursing education

Background and aim: Nursing education increasingly emphasizes relational and emotionally intelligent care. While technical skills remain essential, the ability to form therapeutic relationships and deliver person-centred care is a core competency. Emotional intelligence (including empathy, self-awareness, and communication) is linked to resilience and reduced burnout. Intentional and affective touch is a powerful, yet underexplored, modality for fostering emotional connection and reflective practice. This study explores how experiential learning involving touch influences nursing students’ emotional awareness, perception of care, and professional identity. Methods: A descriptive qualitative design was used with pre- and post-intervention open-ended questionnaires. 161 Bachelor of Nursing students across two campuses participated in workshops led by nurse educators. Data were collected in March–April 2025 and analysed using Braun and Clarke’s thematic analysis. Semantic maps were constructed to trace conceptual development. Results: Students’ perceptions evolved from technical interpretations of touch to deeper, person-centred understandings. Pre-course themes focused on acquiring relational tools and viewing touch as a gesture of trust. Post-course responses reflected emotional engagement and recognition of touch as a communicative and ethical act. Semantic maps revealed five central concepts—Caring, Contact, Being a Nurse, Person, and Body—with empathy, trust, and safety as key relational anchors. Conclusions: Experiential learning involving intentional touch fosters emotional awareness and relational depth. Despite limitations, the study highlights the pedagogical value of touch-based training, advocating its inclusion as a communicative and compassionate act. Future research should explore its long-term impact on clinical practice.