Author: Sondra Rafal Scott
Publisher:
ISBN:
Category :
Languages : en
Pages : 69

Get Book Here

Book Description

Author: Margie Ann Charaskia
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 266

Get Book Here

Book Description

Author: Lynda J. Hartley
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 170

Get Book Here

Book Description

Author: Barbara Ann Schnakenberg
Publisher:
ISBN:
Category : Nursing schools
Languages : en
Pages : 122

Get Book Here

Book Description

Author: Furn D. Lee
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 110

Get Book Here

Book Description
This non-experimental descriptive study focused on measuring students' perception of faculty caring behaviors utilizing the Caring Assessment Tool-edu (CAT-edu.) developed by Dr. Joanne Duffy (1992). The conceptual-theoretical basis for the instrument was derived from Jean Watson's (1985, 2006) Human Caring Theory and measures the ten carative factors that are imbedded in the theory. A convenience sample of 121 first-year and second-year nursing students at a public technical college and a private college in the southeastern United States completed the CAT-edu survey. First year students at the private college reported significantly higher faculty caring behavior for the CAT-edu item reflecting one of Watson's carative factors: allowance for existential phenomenological forces, than the students at the public technical college. Students at the public technical college scored faculty caring behaviors significantly higher for three of Watson's carative factors: human-altruistic system of values, sensitivity to one's self and to others, and promotion of interpersonal teaching-learning, than the students at the private college.

Author: Kimberly Cardaci Macario
Publisher:
ISBN:
Category : Intergenerational relations
Languages : en
Pages : 316

Get Book Here

Book Description
Faculty-student relationships include overlapping concepts of caring and presence, both of which can have an impact on learning outcomes, satisfaction, and retention. Students of varying generations may have different attitudes and expectations for their academic experience concerning technology and the faculty-student relationship. Based upon the Theory of Human Caring (Watson, 1979) and the Community of Inquiry Framework (Garrison, Anderson, & Archer, 1999), the purpose of this study was to explore how students of different generations perceived caring behaviors by faculty and presence in online RN-BSN pregrams. The study utilized the Organizational Climate for Caring Questionnaire (Hughes, 1993) to measure students' perceptions of faculty caring behaviors, the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) to measure students' perceptions of presence, and a researcher-developed demographic questionnaire. Participants were recruited from online RN-BSN programs within the northeast region of the United States to complete an online survey. Results showed no difference between generational perceptions of caring; however, millennials reported statistically significant higher perceptions of social presence when compared with non-millennials. Although generation was not a predictor of caring, all Presence subscales were positively and significantly correlated with the total caring score. Also, the number of online courses a student has taken was negatively and significantly correlated with total caring scores. Teaching presence and the reported number of online courses were significant predictors of the students' perceptions of caring in online courses.

Author: Martha A. Desmond
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

Get Book Here

Book Description

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

Get Book Here

Book Description
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: Cecilia Motes Langford
Publisher:
ISBN:
Category : Caring
Languages : en
Pages : 324

Get Book Here

Book Description

Author: Kathleen Plante
Publisher:
ISBN:
Category : Caring
Languages : en
Pages : 340

Get Book Here

Book Description
Caring is the essence of nursing and a core value of the profession of nursing (Beck, 1992; Bevis & Watson, 1989; National League for Nursing (NLN), 2011; Roach, 2008; Swanson, 1991; Touhy & Boykin, 2008; Watson, 1985b). There is theoretical agreement amongst researchers that caring can be learned through interactions with faculty in an environment characterized by supportive faculty-student relationships (Beck, 1992; Gaines & Baldwin, 1996). In the virtual world of online nursing education, caring behaviors displayed by faculty are difficult to convey over wires and screens where there is a lack of the spoken voice, gestures and human connection that is vital to nursing (Plante & Asselin, 2014). Text-based language often replaces the multidimensional physical characteristics of communication such as tone of voice, facial expressions and body language contributing to a potential disconnection between the faculty teacher, computer screen and student sitting in front of it. The challenge is to discover ways in which caring behaviors are demonstrated in online nursing education. A mixed method research design, grounded on Watson's theory of human caring (Watson, 1996), was used to discover which of the carative factors most highly or is least likely to demonstrate caring in an online nursing course. The quantitative aspect of the study identified caring behaviors perceived by online RN-BSN degree nursing students using a modified version of the Nursing Students' Perception of Instructor Caring instrument (Wade & Kasper (2006). Data analysis indicated Watson's first carative factor, formation of humanistic-altruistic system of values, was most important and perceived most highly when faculty displayed kindness, made themselves available to students, clearly communicated expectations, were attentive during communications, and made the student feel that they can be successful. In addition to the quantitative instrument, study participants described examples of behaviors that communicated caring in online nursing courses. The findings from this research provided contemporary data to identify which specific faculty behaviors support nursing students feeling cared for in an online nursing course. Implications for nursing education and further research are presented.