Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

2019 ◽  
Vol 34 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Leodoro J. Labrague ◽  
Denise M. McEnroe‐Petitte ◽  
Melba Sheila D'Souza ◽  
Karen S. Hammad ◽  
Jahara Noor Ali Hayudini
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Integrative Review ◽  
Faculty Teaching ◽  
Teaching Characteristics

Nursing students' satisfaction with the curriculum: An integrative review

2021 ◽  
Vol 37 (3) ◽  
pp. 648-661
Author(s):  
Silvia Rossini ◽  
Giampiera Bulfone ◽  
Ercole Vellone ◽  
Rosaria Alvaro
Keyword(s):  
Nursing Students ◽  
Integrative Review ◽  
Students Satisfaction

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.

Challenges and approaches to transcultural care: An integrative review of nurses' and nursing students' experiences

2021 ◽  
Vol 37 (6) ◽  
pp. 1119-1131
Author(s):  
Sharoon Shahzad ◽  
Nizar Ali ◽  
Ahtisham Younas ◽  
Jude L. Tayaben
Keyword(s):  
Nursing Students ◽  
Integrative Review ◽  
Transcultural Care
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