Download or read book The Relationship Between Nursing Students Perceptions of Inviting Teacher Behaviors and Positive Affective Outcomes Toward Clinical Experiences written by Sharon M. Yockey and published by . This book was released on 1989 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Among Nursing Students Perceptions of Inviting Teaching Behaviors of Clinical Faculty and Students Anxiety During Clinical Experiences written by Linda J. Cook and published by . This book was released on 2000 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Invitational Education and Practice in Higher Education written by Sheila T. Gregory and published by Lexington Books. This book was released on 2016-03-09 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection examines the means to create, maintain, and enhance welcoming colleges and universities in the United States and abroad with personal accounts, case studies, models, programs, and other frameworks written by practitioners in higher education. The contributors explain how they have created inviting classrooms; established friendly educational experiences both within and beyond the classroom; engaged faculty and enhanced the teaching experience; and developed instruments to assess invitational strategies in higher education from a global perspective.
Download or read book Senior Nursing Students Perception of Clinical Teacher Behavior written by Karen Michelle Baker and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical experience is the most important component of nursing education. As part of the clinical education environment, the teaching behaviors of nursing faculty have considerable potential to influence the learning of students. To produce effective learning by students, nurse educators have a responsibility to instruct students so that learning is optimal. The purpose of this study was to explore the perception of students of clinical teaching behaviors of nursing faculty. The study uncovers new knowledge about clinical teaching behaviors based on the student perceptions during their own clinical experiences. A non-experimental survey with a descriptive exploratory design was used. A single convenience sample was drawn from senior level nursing students attending an on-campus associate degree nursing program in southern North Carolina. All students had completed clinical courses involving patient care. The instrument utilized was the Nursing Clinical Teacher Effectiveness Inventory. The survey consists of forty seven teaching behaviors for which students rated frequency of use for the clinical instructor on a seven point Likert scale.
Download or read book Clinical Teaching Strategies in Nursing Fourth Edition written by Kathleen Gaberson and published by Springer Publishing Company. This book was released on 2014-03-05 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart
Download or read book Affective Teaching in Nursing written by Dennis Ondrejka, PhD, RN, CNS and published by Springer Publishing Company. This book was released on 2013-08-07 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although nursing education today offers copious amounts of information geared to test preparation, it does not adequately harness the emotional intelligence of individual studentsóa quality that can greatly enrich the nursing profession. This expert resource for understanding the importance of affective teachingówhat it is and how to incorporate it into the classroomóprovides a plentiful array of affective teaching pedagogy and references. Drawing from the emotional and social intelligence movement, the text offers both new and traditional insights into the importance of linking intellectual and emotional intelligence in knowledge acquisition. It provides helpful strategies for nurse educators to enrich their teaching with affective teaching strategies, methods, and skills in the classroom, and describes successful models for creating an affective teaching infrastructure that will endure. Designed for use in masterís and doctoral programs in nursing and health care education, the book espouses a paradigm that is embraced by leaders in education and major institutions. It discusses the major themes of entrenched, traditional teaching methods, and contrasts them with the theory, research, and practice underlying affective teaching in nursing. The book follows the history of affective teaching from its inception in Bloomís Taxonomy to the present day. It addresses teaching infrastructure needs, affective teaching models, tools for measuring the results of affective teaching, the use of affective teaching in distance learning and at conferences, and international perspectives. The text also identifies the risks and advantages of affective teaching, and how they have been addressed by a variety of nursing educators and encourages reflective practices that help students gain inner awareness. It will be a valuable addition to the teaching arsenal of nurse educators who wish to go beyond the objective domain of teaching to explore the enriching possibilities of subjective knowing. Key Features: Provides the most authoritative information available on affective teaching in nursing Supports NLNís and AACNís nurse educator competencies to achieve desired outcomes in the cognitive, affective, and psychomotor areas of learning Clarifies affective pedagogy, how to discuss it, and what it implies for teaching success Addresses philosophy, taxonomy, teaching infrastructure needs, affective teaching models, and assessment tools Covers the use of affective pedagogy with distance learning and at conferences
Download or read book The Relationship Between Invitational Teaching Behaviors and Students Affective Outcomes in the Clinical Settings written by Helen Kaylene Kendrick and published by . This book was released on 1988 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Specific Teaching Behaviors and Achievement of Clinical Learning Outcomes by Baccalaureate Nursing Students written by Kathleen Elaine Krichbaum and published by . This book was released on 1991 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Nursing Students Perceptions of Important Teacher Characteristics and Teacher Behaviors in the Clinical Setting written by Susan Duckworth Hart and published by . This book was released on 1996 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Nursing Students Perceptions of Inviting Teaching Behaviors written by Elizabeth A. Goldsby and published by . This book was released on 2010 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationships Between Clinical Teaching Behaviors that Invite Learning and Nursing Students Satisfaction with Clinical Learning Experiences written by Michelle Napier and published by . This book was released on 1990 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Teacher Student Relationships and Feedback on Students Engagement with Learning written by Roger Wood and published by Cambridge Scholars Publishing. This book was released on 2018-06-11 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.
Download or read book Clinical Nursing Instructors Perceptions of Students Attitudes Toward Selected Interpersonal Relationships written by Barbara Klug Redman and published by . This book was released on 1964 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Relationship Between Nursing Students Perception of Invitational Teacher Behaviors and Self esteem written by Grace A. Peterson and published by . This book was released on 1990 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book It s Complicated written by Sarah Hanson and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The focus of this study is to extend our knowledge of teacher-led clinical practica from the perspective of the staff nurse. Nurses’ self-appraisal of their contributions to nursing students’ learning is an important element in enhancing our understanding of clinical education. This is particularly important in nursing education, in which much of the integrated learning takes place within the context of complex hospital environments and is often rooted in the informal interactions that occur between students and staff nurses. The student-staff nurse relationship not only impacts students’ learning outcomes, but also students’ desire to remain in the program, and ultimately, the profession. Given the importance of these interactions to student learning outcomes and the fact that the staff nurses may not even perceive that these interactions are part of the learning cycle, it is time to examine this phenomenon more closely. This study used a qualitative descriptive approach to answer the question: How do staff nurses perceive their contributions to nursing students’ learning during teacher-led practica? Interview transcripts of nine staff nurses’ interviews within a Northern British Columbia regional hospital were analyzed. The findings show that nurses’ interactions with nursing students is complicated. Nurses wanted to train up their future colleagues but felt a significant burden of responsibility when having students on the wards. The sense of burden for the staff nurses was influence by several factors: nurses’ experience of the practice environment, their experience of the clinical instructor, their experiences of the students themselves, and their understanding of their own contributions to nursing students’ learning. Despite the multiple factors that contributed to the staff nurses’ sense of burden, they remained willing to support learning. Implications for nursing education, nursing practice, and future research are discussed."--Leaves ii-iii.
Download or read book Masters Nursing Students Perceptions of Invitational Teaching Behaviors and Attitudinal Course Outcomes written by Charlene Helen Smith and published by . This book was released on 1987 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of an Established Online Module on Nursing Students Perceptions on Incivility written by Anthony Delos Reyes and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing educators are faced with a rising problem of incivility in nursing education. Nursing students who exhibit uncivil behaviors in academic settings will eventually compare for vulnerable patients. This is a patient safety concern, as these behaviors can result in a negative learning environment, hostility, violence, and medical errors. In fact, uncivil behaviors were identified as a root cause of more than 3,500 sentinel events over a 10-year time frame. In response to these reported events, the Joint Commission issued a sentinel event alert in 2008, declaring the need for health care facilities to address abusive/intimidating behaviors that can undermine a culture of safety. EBP Framework: The Model for Evidence-Based Practice Change served as the framework for the project. Methods: The aim of the project was to assess the impact of an established online civility training module's effect on nursing students' perceptions on incivility. A positive change in student perceptions on incivility as evidenced by an improvement in prestest to posttest Incivility in Nursing Education (INE) Survey score was the expected outcome. the INE Survey measured the nursing students' perceptions of uncivil student and faculty behaviors and their perceived frequency. Results were compared using descriptive statistics. Results: Behaviors that are listed on the INE Survey may be classified to be uncivil. The findings show a positive change in student perception levels for the uncivil behaviors as evidenced by an improvement in pretest to posttest INE Survey scores. A rise from 14% to 57% of the participants report that both students and faculty are equally more likely to engage in uncivil behavior in the nursing environment. Eighty-six percent of the participants perceive that incivility is a moderate to severe problem in nursing education. Conclusion: Civility training may result in ehanced perception of unfavorable behaviors that disrupt the learning evironment for nursing students, an increase in student/faculty morale and retention, a positive learning evironment, and better long-term patient outcomes, satisfaction, and safety. For these reasons, it is imperative that nursing education leaders initiate future policy changes that formalize civility education. Adopting tools, such as the ready-to-use civility training module, can provide educators with a valuable resource that may foster a culture of safety and civility in th nursing academic environment.
