A strategy to enhance caring and community in the learning environment

Area of Science:

• Nursing Education
• Pedagogy
• Student Engagement

Background:

• Traditional nursing education models often lack sufficient opportunities for open dialogue between faculty and students.
• Addressing teaching and learning concerns proactively is crucial for fostering a supportive educational environment.
• Student perceptions of faculty caring behaviors significantly impact their learning experience and sense of belonging.

Purpose of the Study:

• To implement and evaluate faculty-facilitated small groups for nursing students and faculty.
• To encourage dialogue regarding teaching/learning concerns and events within the nursing program.
• To assess the impact of these groups on student perceptions and community cohesion.

Main Methods:

• Implementation of structured small group sessions facilitated by nursing faculty.
• Encouraging open discussion on teaching and learning experiences.
• Evaluation of student perceptions through qualitative and quantitative measures (details not provided in abstract).

Main Results:

• Groups successfully promoted student perceptions of caring behaviors from faculty and peers.
• Enhanced students' sense of cohesiveness within the nursing learning community.
• Facilitated dialogue on teaching and learning concerns (specific outcomes not detailed).

Conclusions:

• Faculty-facilitated small groups are an effective strategy for enhancing the nursing learning environment.
• These groups positively influence student-faculty and peer relationships, fostering a sense of community.
• Promoting dialogue is key to improving student perceptions of care and belonging in nursing education.