Faculty utilization of role modeling to teach caring behaviors to baccalaureate nursing students PDF Download

Author: Mary Elizabeth Fassetta
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Category :
Languages : en
Pages : 0

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Author: Judith A. Patterson
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Category :
Languages : en
Pages : 298

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Author: Sheila M. Garilli
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Category : Nursing
Languages : en
Pages : 0

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Academic nurse educators' use of caring attributes in the classroom could impact students' educational journey. Educators are leaders who should model caring behaviors toward their students. This role modeling will empower students to demonstrate these caring behaviors toward their patients. A literature review discovered a gap surrounding the study of faculty caring in the classroom. This research study explored students' perceptions and experiences of faculty caring in the undergraduate classroom in two traditional baccalaureate nursing programs. This study utilized a qualitative descriptive method with purposeful sampling and in-person recruitment at two universities in a Northeastern state in the United States. Watson's Theory of Human Caring framework guided the development of the semi-structured interview questions. A convenience sample of thirteen participants from the two universities shared their perceptions and experiences of faculty caring. Participants answered six demographic questions and completed virtual interviews. Three main themes and eight sub-themes emerged through content analysis of the interview data. Participants discussed that faculty caring correlated to a safe space where faculty used verbal and nonverbal communication and shared personal stories to enhance their learning. Participants discussed how the faculty's ability to read the classroom and utilize check-ins demonstrated faculty caring, influencing their success. Multiple participants verbalized certain faculty behaviors that expressed faculty caring. The behaviors of being approachable, supportive, personable, honest, flexible, knowledgeable, enthusiastic, respectful, humorous, and genuine demonstrated faculty caring. Educators can utilize these findings regarding the characteristics of faculty caring to reflect on their practice in the classroom.

Author: Ava S. Miller
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Category :
Languages : en
Pages : 13

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The curriculum revolution of the 90s placed new emphasis on caring. Faculty modeling of caring behaviors is a key determinant in the development of caring in nursing students. The focus of this study was the need to evaluate the implementation of caring as a core value to be taught to students in nursing programs. The purpose of this project was to design, develop, and evaluate a quantitative instrument to measure nursing students' perceptions of caring and non-caring behaviors among nursing faculty. A thirty-item Likert-type questionnaire was developed using the existing research data pertaining to descriptors of caring behaviors. Internal consistency reliability was demonstrated (alpha=.90 for total instrument).

Author: Christi Anne Sanders
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Category :
Languages : en
Pages : 138

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Author: Anna M. Waterman
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Category :
Languages : en
Pages : 321

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The purpose of this case study was to describe a curriculum that teaches caring in the formal, overt curriculum, that is, where caring has been explicitly operationalized in the content and learning experiences of students. Faculty and student perceptions regarding ways of teaching and learning caring were explored and the lived experiences of the students within the caring curriculum described. The focus of this study was to describe how students learn caring during their nursing education. This qualitative case study described one college of nursing in their efforts to teach caring within the context of nursing. The curricular documents were reviewed and a document analysis was done to explain how caring was threaded throughout the formal written curriculum. Caring was threaded throughout the curriculum and was made manifest in every nursing course. Interviews were conducted with 22 faculty and 20 students to describe how the faculty teach caring and how the students learn caring in this curriculum. The research participants were students and faculty involved with the three years of required nursing courses. The teaching of caring in this curriculum was based on Watson's caring theory and the carative factors. Faculty provided a supportive, caring learning environment and used both classroom and clinical teaching strategies to teach caring within the context of nursing. Faculty and students link caring with holism, critical thinking, and the nursing process. Students explain how they learn caring theory first in the classroom and then learn how to implement caring behaviors and the carative factors in their clinical practice. The students' ability to articulate caring in the role of the nurse increased with each year of study. Students and faculty in this curriculum believed that the role modeling of caring was significant in the teaching and learning of caring. Giving voice to the caring in the overt curriculum was important for the students as they learned, discussed and reflected on their caring experiences.

Author: Joan Carnosso
Publisher:
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Category : Caring
Languages : en
Pages : 116

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Caring has been identified as an important quality in nursing that needs to be recognized and nurtured within its framework. The problem under study was how senior-level baccalaureate nursing students perceived the level of caring by their faculty. Nurse educators are in a situation where modeling, dialogue, and practice are a confirmation of caring and influence for nursing students. If it is assumed that caring is a significant part of nursing, then finding the elements of caring within the teaching process as well as in the curriculum content are important. The conceptual framework utilized in this study was Watson's theory of human care. The Organizational Climate for Caring Questionnaire was given to 102 senior-level nursing students at Boise State University and Idaho State University. The sub-scores of the questionnaire were calculated, and means, standard deviations, and minimum and maximum scores reported. Means for the subscales are as follows: modeling (4.16), dialogue (3.86), practice (4.29), and confirmation/affirmation (4.09). These means reflected that the students only slightly agreed that they felt their faculty were caring. This is a concern. Reliability for the subscales was reported using Cronbach's alpha: modeling (0.94), dialogue (0.91), practice (0.86), and confirmation/affirmation (0.92). Future areas of research include how faculty perceive their behavior as caring and whether faculty can learn caring techniques that will enhance student learning. Caring also needs to be incorporated into the nursing curriculum early in education and supported throughout.

Author: Barbara M. Slater
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Category : Caring
Languages : en
Pages : 65

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Author: Stephanie Devine Yewcic
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ISBN:
Category : Nursing
Languages : en
Pages : 194

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Author: Annette B. Wysocki
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 128

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