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Student perceptions of faculty caring in online nursing education: A mixed-methods study
Kate Jones1, Vera Polyakova-Norwood1, Phyllis Raynor1
1College of Nursing, University of South Carolina, 1601 Greene Street, Columbia, SC 29208, United States of America.
Nurse Education Today
|March 18, 2022
Summary
Online nursing students value faculty caring behaviors like clear communication and a supportive environment. Perceptions varied by student demographics, highlighting the need for faculty development in online education.
Area of Science:
- Nursing Education
- Online Learning
- Student Perceptions
Background:
- The rise of online nursing programs necessitates understanding student perceptions of faculty caring behaviors.
- Effective faculty behaviors are crucial for promoting student success in virtual learning environments.
Purpose of the Study:
- To determine how faculty caring is demonstrated in online nursing education.
- To understand student priorities for faculty caring behaviors and identify demographic differences.
- To develop professional development resources for online nursing faculty.
Main Methods:
- A mixed-methods approach was employed.
- Surveys and focus groups were conducted with graduate nursing students (n=141).
- Faculty members (n=28) were surveyed to compare perceptions.
Main Results:
- Students identified well-designed courses, clear communication, and a supportive environment as key indicators of faculty caring.
- Significant differences in perceptions were noted based on student gender and race.
- Student and faculty perceptions of caring behaviors showed some divergence.
Conclusions:
- Findings provide data for faculty professional development in online nursing education.
- Further research is recommended to explore perceptions in diverse student populations.
- Multi-site studies are suggested to investigate race and gender differences in perceived faculty caring.
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