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Academic help seeking: theory and strategies for nursing faculty
1Medical College of Ohio, College of Nursing, Toledo, Ohio, USA. carolyn.lee@utoledo.edu
The Journal of Nursing Education
|October 25, 2007
Summary
This study explores academic help-seeking behaviors in nursing students. It provides faculty with strategies to support students in seeking academic assistance effectively.
Area of Science:
- Nursing Education
- Academic Support
- Student Success
Background:
- Help-seeking is crucial for academic success in nursing programs.
- Understanding factors influencing help-seeking behaviors is essential for faculty.
- Previous research highlights individual and environmental influences on student support utilization.
Purpose of the Study:
- To define academic help-seeking in the context of nursing education.
- To review theories and research on factors affecting student help-seeking.
- To propose strategies for nursing faculty to foster help-seeking behaviors.
Main Methods:
- Literature review of academic help-seeking theories and research.
- Analysis of individual factors (e.g., self-efficacy, motivation).
- Examination of environmental factors (e.g., faculty approachability, peer support).
Main Results:
- Help-seeking is a complex behavior influenced by personal and contextual variables.
- Nursing students' willingness to seek help varies based on perceived barriers and benefits.
- Faculty play a significant role in creating a supportive environment for help-seeking.
Conclusions:
- Effective faculty strategies can enhance undergraduate nursing students' help-seeking behaviors.
- Promoting help-seeking is vital for improving academic performance and retention in nursing.
- Further research should explore innovative interventions to support student help-seeking.
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