Students' Perceptions of the Presence and Extent of Faculty Caring in Student-faculty Relationships in a School of Nursing PDF Download
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Author: Barbara Ann Schnakenberg
Publisher:
ISBN:
Category : Nursing schools
Languages : en
Pages : 122
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Author: Barbara Ann Schnakenberg
Publisher:
ISBN:
Category : Nursing schools
Languages : en
Pages : 122
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Author: Kimberly Cardaci Macario
Publisher:
ISBN:
Category : Intergenerational relations
Languages : en
Pages : 316
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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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 306
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"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Author: Furn D. Lee
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 110
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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: Ava S. Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The purpose of the study was two fold, first the need to determine the extent to which college students indicated that at least one significant faculty relationship had made a difference in their ability to persist in school and second, the need to examine some of the characteristics of those relationships to determine if they were caring behaviors. Using survey methods, this study looked at 203 college students that persisted and graduated. Using a thirty-item Likkert type survey, with one open ended item, students were asked to identify the existence of a significant faculty relationship and determine the extent to which that faculty exhibited behaviors that were caring in nature. Sixty-six percent of the students indicated the presence of at least one faculty member that made a difference in their ability to graduate. In addition, those students also indicated that the faculty member demonstrated characteristics along 13 dimensions of caring. The implications of this research are that significant faculty relationships are important factors in student retention and those relationships can be developed and nurtured. Faculty development seminars related to student support and retention can be an important addition to the scholarship of teaching and impact the retention of college students. (Contains 1 figure and a bibliography.).
Author: Valerie Taylor-Haslip
Publisher:
ISBN: 9781303082559
Category :
Languages : en
Pages : 324
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The lived experience of caring-presence phenomenon may have meaning for nursing faculty and nursing students, but is not sufficiently researched in the discipline of nursing. This hermeneutic phenomenological qualitative study is designed to understand the lived experience of caring presence within the context of the nursing faculty and nursing student relationship. Nine full time tenure track nursing faculty and six full time clinical nursing students participated, by means of in-depth interviews describing the meaning of caring presence within a nursing faculty-nursing student relationship. The van Manen phenomenological approach was used as the applied methodology for interpretation and reflection of the findings for this study. The findings of the study reveal caring-presence is a distinct phenomenon with five interconnected essential themes that illuminate the experience. Paterson and Zderad's Humanistic Nursing Theory and Jean Watson's Transpersonal Caring Relationship were used as a framework to reflect upon the findings. The research findings have implications for continued research in the development of caring-presence as a concept and as a phenomenon. The implications for nursing education include development of pedagogical approaches, teaching and learning strategies, and caring science curriculum development based upon the caring-presence relationship of nursing faculty and nursing students. The caring-presence relationship between nursing faculty and nursing students transforms both the faculty and the student.
Author: Judith McKale-Waring
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 326
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Author: Cecilia Motes Langford
Publisher:
ISBN:
Category : Caring
Languages : en
Pages : 324
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Author: Martha Kenworthy
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 86
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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