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Updated: Jul 26, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Relationship Between Self-Directed Learning, Grit, and Compassionate Teaching in Doctoral Nursing Education
Krista A White1, Lisa A Ruth-Sahd, Peggy Slota
1Associate Professor (Dr White), Adjunct Professor (Dr Ruth-Sahd), and Professor (Dr Slota), School of Nursing, Georgetown University, Washington, District of Columbia.
Background:
The capacity to be self-directed, take responsibility for one's learning, and possess grit, perseverance, and passion for long-term goals is fundamental to doctoral education. Compassionate teaching (CT) strategies may help foster these traits.
Purpose:
This study explored CT strategies, self-directedness, and grit in doctoral nursing education.
Methods:
A mixed-methods design examined doctor of nursing (DNP) graduates' (N = 227) perceptions of self-directedness, grit, and CT using an online survey and interviews.
Results:
A weak direct correlation existed between CT strategies and grit. A weak-to-moderate direct significant correlation existed between CT strategies and self-directedness. Participants were moderately self-directed with postmasters-DNP graduates being more self-directed than postbaccalaureate-DNP graduates. Qualitative results validated that CT strategies include committing time to relationship building, providing timely critical feedback while being kind, and treating students fairly.
Conclusions:
Faculty who embrace rigor and compassion are appreciated by students and are perceived to foster self-directedness and grit.
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