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Valuing Joyful Teaching Moments: Nursing Faculty Experiences in Texas
Sherry Garrett Hendrickson1, Mary Ellen Roche1, Amy Holland1
1The University of Texas at Austin School of Nursing.
Summary
Joyful teaching moments in nursing education are vital, fostering faculty resilience and potentially benefiting students and patients. These experiences, though undervalued, enhance holistic nursing practice and education.
Area of Science:
- Nursing Education
- Qualitative Research
- Mixed Methods Study
Background:
- Joy in teaching is an under-researched concept in nursing.
- Joy is critical for holistic faculty experiences, potentially impacting students and patients.
- Existing literature lacks exploration of joyful teaching in nursing.
Purpose of the Study:
- To explore instances of joyful teaching identified by nursing faculty.
- To examine the implications of joyful teaching for holistic nursing education.
- To provide a voice for nursing faculty's experiences with joy in their profession.
Main Methods:
- Sequential exploratory mixed-methods design.
- Qualitative content analysis of 11 faculty interviews.
- Quantitative survey and Likert-type outcome measures.
Main Results:
- Four themes of joyful teaching emerged: 'aha' moments, faculty validation, witnessing transformation, and planting seeds.
- Three outcome themes of joy were identified: transcendence, meaning, and activity.
- Hope and resilience were the most frequently reported significances of joy.
Conclusions:
- Joyful teaching experiences are essential and should be included in nursing literature.
- Joyful moments support nursing faculty and may positively influence students and patients.
- Integrating the concept of joy can advance holistic nursing education and practice.
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