Student perceptions of faculty caring : a descriptive survey study of nursing students in a four year generic baccalaureate program
| dc.contributor.author | Hartley, Lynda J. | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Chambers, Cynthia | |
| dc.date.accessioned | 2010-03-29T19:27:09Z | |
| dc.date.available | 2010-03-29T19:27:09Z | |
| dc.date.issued | 1998 | |
| dc.description | ix, 85 leaves ; 28 cm. -- | en |
| dc.description.abstract | Researchers exploring the role of caring in nursing education have focused attention on the importance of instructor caring as a fundamental component of the studentinstructor relationship. The literature supports the need to study student perception of faculty caring and to identify instructor caring and uncaring behaviours in order to enable students to develop professional care practices. A descriptive study was conducted at a Canadian college with a collaborative four year generic baccalaureate nursing program in order to determine student perceptions of faculty caring and the extent to which instructors are perceived as demonstrating caring qualities in their relationships with these students. By means of a survey comprising three questions and a semantic differential rating scale developed by Golden (1993), 27 students were asked to rate faculty caring, determine its importance, and describe the most and least caring behaviours demonstrated by this faculty. The faculty was rated as highly caring and demonstrating all 16 of the caring attributes defined by Golden's tool. Students also identified "available" and "unavailable" as important to their perceptions of instructor caring and uncaring. These were not included in Golden's tool which suggests that it may be incomplete and not inclusive of all instructor behaviours identified as important by students. Instructor caring was rated as highly important. Four dominant themes and one sub-theme revealed that students perceive instructor caring as having, a significant impact on their learning, motivation, confidence and sense of support. As well, they feel that instructors should be role models of caring. The findings provide significant information for this particular faculty and cannot be generalized to a larger population. Faculty growth and development of caring behaviours and practices can be facilitated by the knowledge and insights generated by this study. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/1130 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Nursing students -- Attitudes | en |
| dc.subject | Nursing -- Study and teaching (Higher) -- Evaluation | en |
| dc.title | Student perceptions of faculty caring : a descriptive survey study of nursing students in a four year generic baccalaureate program | en |
| dc.type | Thesis | en |