Eliciting Understanding of Faculty Advising Role Using Caritas Processes

2019 ◽  
Vol 23 (4) ◽  
pp. 284-294
Author(s):  
Dawn Taylor ◽  
Latricia Perry
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Developmental Advising ◽  
Faculty Advising ◽  
Formal Approach ◽  
Self Reflection ◽  
Caring Science ◽  
Supportive Role ◽  
Science Philosophy ◽  
Empirical Means

This study aimed to elicit faculty understanding of the advising role with nursing students in a baccalaureate program. A developmental advising centered pre/post survey were used with a caring workshop to present tools to faculty for use during advising encounters. Content and thematic analysis was used to analyze the data. Three themes emerged: Empirical means are useful for determining student motivation; providing a supportive role was central to caring; and self-reflection helps students see the reality of situations. Developmental advising, in conjunction with a caring science philosophy, has the potential to provide a formal approach to advising for nursing faculty.

Rendering LGBTQ+ Visible in Nursing: Embodying the Philosophy of Caring Science

2017 ◽  
Vol 36 (3) ◽  
pp. 262-271 ◽  
Author(s):  
Lisa Goldberg ◽  
Neal Rosenburg ◽  
Jean Watson
Keyword(s):  
Health Care ◽  
Music Industry ◽  
Pop Culture ◽  
Contemporary Society ◽  
Diversity Initiatives ◽  
Call To Action ◽  
Health Care Institutions ◽  
Caring Science ◽  
Science Philosophy ◽  
The Media

Although health care institutions continue to address the importance of diversity initiatives, the standard(s) for treatment remain historically and institutionally grounded in a sociocultural privileging of heterosexuality. As a result, lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities in health care remain largely invisible. This marked invisibility serves as a call to action, a renaissance of thinking within redefined boundaries and limitations. We must therefore refocus our habits of attention on the wholeness of persons and the diversity of their storied experiences as embodied through contemporary society. By rethinking current understandings of LGBTQ+ identities through innovative representation(s) of the media, music industry, and pop culture within a caring science philosophy, nurses have a transformative opportunity to render LGBTQ+ visible and in turn render a transformative opportunity for themselves.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

Navigating the Faculty–Student Relationship: Interacting With Nursing Students With Mental Health Issues

2017 ◽  
Vol 23 (6) ◽  
pp. 393-403 ◽  
Author(s):  
Brenda G. Kucirka
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Best Practice ◽  
Psychological Process ◽  
Health Issues ◽  
Social Psychological ◽  
Mental Health Issues ◽  
Student Relationship ◽  
Faculty Student Relationship

BACKGROUND: There is an increase in students enrolled in higher education diagnosed with mental illness or experiencing symptoms suggestive of mental health issues (MHI). This has a significant impact on the faculty–student relationship. OBJECTIVES: The purpose of this study was to identify the basic social psychological process that occurs when nursing faculty interact with students with MHI. DESIGN: Grounded theory methodology was implemented to identify the basic social psychological process that occurs when faculty encounter students with MHI. Thirteen nursing faculty were interviewed. Data were analyzed using line by line coding and constant comparative analysis. RESULTS: The resulting substantive theory, navigating the faculty–student relationship in the context of student MHI, is an iterative four-phase process: noticing, responding, experiencing, and reflecting. CONCLUSION: This theory provides a framework for understanding how nursing faculty recognize and address student MHI. The theory can be used to establish interventional strategies and best practice guidelines.

scholarly journals Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Cultural Differences ◽  
Nursing Faculty ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Nursing Curricula ◽  
Paired Samples ◽  
Maximal Gain

Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students’ scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

scholarly journals Attitudes, Practices, and Knowledge About Human Lactation Among Nursing Students

2018 ◽  
Vol 9 (2) ◽  
pp. 59-65
Author(s):  
Ana Maria Linares ◽  
Angeline Do Nascimento Parente ◽  
Caroline Coleman
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Nursing Student ◽  
Online Survey ◽  
Nursing Program ◽  
Human Lactation ◽  
A Value ◽  
Attitudes And Knowledge ◽  
College Of Nursing ◽  
Nursing Faculty Members

Nurses are on the front line of the healthcare system and should, therefore, have the evidence-based knowledge to manage breastfeeding. The objective of this study was to assess the attitudes and knowledge about human lactation among a group of nursing students. An anonymous online survey was sent to all College of Nursing students at a local university in Kentucky. Nursing students participating in the survey favored breastfeeding over formula feeding for infants. Lack of knowledge and various misconceptions about breastfeeding were reported. Whether a nursing student has or has not completed a class about human lactation during the nursing program, and has had or not had children, significantly influences their attitudes and knowledge toward breastfeeding. Future studies should focus on identifying if nursing faculty members and nursing students recognize human lactation as a value and central knowledge for nurses.

A Radical RN- BS Nursing Class: Outcomes from an Integrative Yoga Elective

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
High Stress ◽  
Self Care ◽  
Nursing Profession ◽  
Nursing Curriculum ◽  
Stress Resilience ◽  
Caring Science ◽  
Burn Out ◽  
Upper Level

AbstractWith the knowledge of psychoneuroimmunological responses and the known high stress levels of nursing students, as caring nurse educators, we have become ethically obligated to revise and re-vision our current nursing educational practices. Nurse educators should be motivated to create innovative and radical caring science curricular approaches, so that our nurses of the future are in turn supported in creating caring- healing sustainable bedside practices. This paper details the outcomes from an upper level yoga elective in an RN- BSN program. The course is just one within an innovative holistic-integral nursing curriculum that supports nurses in practicing self-care as a way to support their ability to create caring-healing moments and spaces for patients, implement change in the workplace, and avoid the perils of burn-out related to low stress resilience, which is so common within the nursing profession.

From Clinical Practice to Academic Student Instruction: Understanding the Clinical Instructor’s Perspective Using a Mixed-Methods Approach

2020 ◽  
pp. 084456212090416
Author(s):  
Ruth Swart ◽  
Marc Hall
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Descriptive Statistics ◽  
Quality Education ◽  
Clinical Instructors ◽  
Mixed Methods Approach ◽  
Individual Interviews ◽  
Instructor Role ◽  
Support Students

Background Clinical instructors (CIs) are important to the provision of real-world experiential learning because they teach, mentor, and support students in clinical practice settings in higher education programs. CIs experience tensions that influence their retention and impact the sustainability of consistent, quality education for students. Purpose The aim of this study was to examine the experiences of being a CI and how to better support them. Methods CIs in a nursing faculty at a Western Canadian university were approached to participate. Data collection included a survey ( n = 17) with questions asking about the importance of and their ability to prepare, teach, and mentor nursing students in practice. Individual interviews ( n = 6) and a focus group ( n = 3) were conducted that asked CIs about their experiences and challenges. Analysis included descriptive statistics and thematic analysis. Results Participants indicated feeling unprepared entering the instructor role. Key findings were the need to improve CI orientation so that it is more practical and meaningful, to increase peer support from other instructors, and to assist CIs’ transition into becoming educators. Conclusions Understanding CIs’ assessment of their needs can help institutions better support and retain them, promoting consistency and quality in practicum instruction.

Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

2018 ◽  
Vol 61 ◽  
pp. 20-24 ◽  
Author(s):  
Ann-Margaret Navarra ◽  
Amy Witkoski Stimpfel ◽  
Karla Rodriguez ◽  
Fidelindo Lim ◽  
Noreen Nelson ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing
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