Abstract
Student-faculty trust and related concept characteristics have been shown to be factors associated with successful student learning. Research investigating the role of trust in communications and education has been conducted with students in other disciplines but not with nursing students. The purpose of the research is to investigate the complex relationships between students' trust in faculty, the students' mood states, and students' educational performance and outcomes. Special emphasis is placed on the relationship between student-faculty trust and critical thinking skills. A further purpose of this research is to establish a baseline understanding of trust and related characteristics in a typical nursing student population. The hypothesis is that there is a positive correlation between a student's level of trust in his or her instructor, the student's mood state, and the student's success in nursing education.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Critical Thinking, Student-Factuly Relationship, Educational Success
Advisor
Pamela C. Schultz
Second Advisor
Teresa L. Keller
Third Advisor
Kathleen W. Huttlinger
Degree
PhD
Degree Grantor
New Mexico State University
Degree Year
2011
Recommended Citation
Scarbrough, John E., "Student-faculty trust and its relationship with student success in pre-licensure BSN nursing education" (2023). Dissertations. 926.
https://www.sigmarepository.org/dissertations/926
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
2023-10-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3534155; ProQuest document ID: 1243423313. The author still retains copyright.