Compassion: An Investigation into the Experience of Nursing Faculty

2006 ◽  
Vol 10 (3) ◽  
pp. 38-46 ◽  
Author(s):  
Mary Anne Peters
Keyword(s):  
Nursing Education ◽  
Data Analysis ◽  
Thematic Analysis ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Phenomenological Method ◽  
Nurse Faculty ◽  
The Everyday ◽  
Everyday Experiences

The aim of this study was to explore baccalaureate nurse educators’ experience of compassion within the context of nursing education. Van Manen’s phenomenological method was used for data analysis. Eleven nurse faculty participated in the open-ended interviews that were recorded and transcribed. Thematic analysis revealed seven essential themes and two incidental themes. This study contributes to the understandings of compassion within the context of nursing education and sheds light on the everyday experiences of nursing faculty. Implications for nurse educators are discussed.

Becoming a Transformative Nurse Educator: Finding Safety and Authenticity

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Renee Hoeksel ◽  
Linda L Eddy ◽  
Lida Dekker ◽  
Dawn Doutrich
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Role Transition ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Interpretive Analysis ◽  
Shared Stories ◽  
Nurse Clinician

AbstractThe study purpose was to evaluate and strengthen this program’s nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting “Aha!” moments, and c) Safety with a capital “S”. These findings were used to strategically revise the entire nurse educator curriculum.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

Precepted Experiences for Doctoral Student Nurses

2017 ◽  
Vol 23 (2) ◽  
pp. 124-128
Author(s):  
Brenna L. Quinn
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Doctoral Programs ◽  
Student Nurses ◽  
Nurse Faculty ◽  
Faculty Role ◽  
Board Of Governors ◽  
National League ◽  
Development Evaluation ◽  
Phd Programs

Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

Finding Meaning Through Kristen Swanson’s Caring Behaviors: A Cornerstone of Healing for Nursing Education

2018 ◽  
Vol 24 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Michele M. McKelvey
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Caring Behaviors ◽  
Teaching Pedagogy ◽  
Middle Range ◽  
Healing Relationships ◽  
Range Theory ◽  
The Relationship

Swanson’s (1991) middle range theory of caring has traditionally been used to define the care of patients and family members. Swanson’s caring theory outlines five caring processes: knowing, being with, doing for, enabling, and maintaining belief (p. 163). Nurse educators can utilize these caring processes to teach nursing students by cultivating meaningful, healing relationships. This article presents an example of a nursing faculty member’s application of this theory to her teaching pedagogy. This account serves to guide therapeutic teaching as well as to encourage further scholarly work examining the relationship between Swanson’s caring theory and nursing education.

Preparing Nurse Educators: The Current Landscape

2021 ◽  
Vol 27 (2) ◽  
pp. 98-105
Author(s):  
Susan Hayes Lane ◽  
Eileen Kohlenberg
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Graduate Program ◽  
Nursing Programs ◽  
Future Directions ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Student Demographics ◽  
Graduate Nursing

There is an urgent need to address the nursing faculty shortage and evaluate current enrollment in nurse educator programs across the country. In this article, we describe a nationwide review of graduate nursing programs focusing on the nursing education shortage; program, faculty, and student demographics; methodological approaches; concentrations, content and practice areas; and future directions for graduate program development.

scholarly journals Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Bethany S. McGowan ◽  
Laureen P. Cantwell ◽  
Jamie L. Conklin ◽  
Rebecca Raszewski ◽  
Julie Planchon Wolf ◽  
...  
Keyword(s):  
Nursing Education ◽  
Information Literacy ◽  
Nursing Faculty ◽  
Working Group ◽  
Nurse Educators ◽  
Course Design ◽  
Faculty Perceptions ◽  
Education Level ◽  
Educational Levels ◽  
Research Libraries

Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators

2013 ◽  
Vol 10 (1) ◽  
pp. 195-201 ◽  
Author(s):  
Barbara A. Graves ◽  
Stephen Tomlinson ◽  
Marilyn Handley ◽  
JoAnn S. Oliver ◽  
Heather Carter-Templeton ◽  
...  
Keyword(s):  
Nursing Education ◽  
Instructional Leadership ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Core Competencies ◽  
Doctoral Program ◽  
Institute Of Medicine ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Doctor Of Education

AbstractThe nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

Disequilibrium and Divinity Salience as Invariant Structures in The Halal Executives’ Experience of Eudaimonia

2019 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Jalilah Ahmad ◽  
Rosmimah Mohd. Roslin ◽  
Mohd Ali Bahari Abdul Kadir
Keyword(s):  
Data Analysis ◽  
Lived Experience ◽  
Status Quo ◽  
The Self ◽  
Phenomenological Method ◽  
Sustainable Practices ◽  
Muslim Population ◽  
Living Well ◽  
Hard Skills ◽  
Invariant Structures

The global Halal industry is large and continues to grow as the global Muslim population increases in size and dispersion. There are 1.84 billion Muslims today spread over 200 countries and is expected to increase to 2.2 billion by 2030. The industry will be worth USD6.4 trillion by the end of 2018 with more non-traditional players and emergent markets. The stakes are high with pressures to generate novel and sustainable practices. This goes beyond systems and hard skills as it needs to cut into the self – the person of virtues in virtuous acts, not because they “have to” but because it is the purpose of humankind or his telos - to be “living well” and “acting well” or eudaimonia. This study seek to explore Halal executives’ lived experience of “eudaimonia.”. Using Giorgi’s descriptive psychological phenomenological method for data analysis, the study elicits two distinct invariant structures – ‘disequilibrium in status quo’ and ‘divinity salience’.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

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