Abstract
Academic nurse educators' use of caring attributes in the classroom could impact students' educational journey. Educators are leaders who should model caring behaviors toward their students. This role modeling will empower students to demonstrate these caring behaviors toward their patients. A literature review discovered a gap surrounding the study of faculty caring in the classroom. This research study explored students' perceptions and experiences of faculty caring in the undergraduate classroom in two traditional baccalaureate nursing programs. This study utilized a qualitative descriptive method with purposeful sampling and in-person recruitment at two universities in a Northeastern state in the United States. Watson's Theory of Human Caring framework guided the development of the semi-structured interview questions.
Sigma Membership
Iota Upsilon at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Nursing Students, Caring Behaviors, Nursing Faculty
Advisor
Krista Prendergast
Second Advisor
Kelly Martinez
Third Advisor
Susan Eichar
Degree
Doctoral-Other
Degree Grantor
Southern Connecticut State University
Degree Year
2024
Recommended Citation
Garilli, Sheila M., "Exploring students' perceptions and experiences of faculty caring in the undergraduate classroom in a traditional baccalaureate nursing program: A qualitative descriptive study" (2024). Dissertations. 527.
https://www.sigmarepository.org/dissertations/527
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-07-25
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 31336899; ProQuest document ID: 3077080549. The author still retains copyright.