| Learning Objective #1: Identify three teaching methods faculty employ with RN to BSN students | |||
| Learning Objective #2: Define and understand the importance of tactful teaching in nursing education and its link to the recruitment and retention of both faculty and students |
Objective: Across the globe, a severe shortage of clinical nurses and faculty exists. Despite evidence that a positive association exists between health care quality and educational level of the nurse, fewer RNs are returning for their BSN. This study inquired into how to recruit and retain RNs and faculty by investigating the phenomenon of the connecting relationships between RN to BSN faculty and students.
Design: Hermeneutic phenomenology with a focus on pedagogical thoughtfulness and tact, as described by Max van Manen, served as the framework for this study.
Population, Sample, Setting, Years: Seventeen RN to BSN faculty from diverse universities in the mid-Atlantic region of the United States comprised the purposive sample for interview data collected during the fall 2001.
Concept Studied: The role and influence of faculty on the recruitment and retention of students in RN to BSN programs was the concept under investigation.
Methods: Data were generated through phenomenological interviews with participants, demographic inquiries, written comments by the participants on narrative summaries of their respective interviews, and journal notes written by the investigator.
Findings: Faculty exemplified three distinct teaching approaches: cultivating, pruning, or drought-ridden. Each approach related to the quality of nurturing environment faculty were able to provide.
Conclusions: The study pointed out the need to explore different course designs and teaching strategies for mentoring RN to BSN and traditional students. Also, the role of academic educator for differing types of students should become a priority area of study in doctoral nursing programs across the globe.
Implications: To meet the international need for increased numbers and quality of the nursing workforce, the pedagogical connections between faculty and students need to be better understood. Communication of care, or teaching with tact, provides the greatest satisfaction and the most meaningful relationships between faculty and students.
Back to Global Education
Back to 14th International Nursing Research Congress
Sigma Theta Tau International
10-12 July 2003