Academic nurse educators' use of caring attributes in the classroom could impact students' educational journey. Educators are leaders who should model caring behaviors toward their students. This role modeling will empower students to demonstrate these caring behaviors toward their patients. A literature review discovered a gap surrounding the study of faculty caring in the classroom. This research study explored students' perceptions and experiences of faculty caring in the undergraduate classroom in two traditional baccalaureate nursing programs. This study utilized a qualitative descriptive method with purposeful sampling and in-person recruitment at two universities in a Northeastern state in the United States. Watson's Theory of Human Caring framework guided the development of the semi-structured interview questions. A convenience sample of thirteen participants from the two universities shared their perceptions and experiences of faculty caring. Participants answered six demographic questions and completed virtual interviews. Three main themes and eight sub-themes emerged through content analysis of the interview data. Participants discussed that faculty caring correlated to a safe space where faculty used verbal and nonverbal communication and shared personal stories to enhance their learning. Participants discussed how the faculty's ability to read the classroom and utilize check-ins demonstrated faculty caring, influencing their success. Multiple participants verbalized certain faculty behaviors that expressed faculty caring. The behaviors of being approachable, supportive, personable, honest, flexible, knowledgeable, enthusiastic, respectful, humorous, and genuine demonstrated faculty caring. Educators can utilize these findings regarding the characteristics of faculty caring to reflect on their practice in the classroom.

The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.

Faculty-student relationships include overlapping concepts of caring and presence, both of which can have an impact on learning outcomes, satisfaction, and retention. Students of varying generations may have different attitudes and expectations for their academic experience concerning technology and the faculty-student relationship. Based upon the Theory of Human Caring (Watson, 1979) and the Community of Inquiry Framework (Garrison, Anderson, & Archer, 1999), the purpose of this study was to explore how students of different generations perceived caring behaviors by faculty and presence in online RN-BSN pregrams. The study utilized the Organizational Climate for Caring Questionnaire (Hughes, 1993) to measure students' perceptions of faculty caring behaviors, the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) to measure students' perceptions of presence, and a researcher-developed demographic questionnaire. Participants were recruited from online RN-BSN programs within the northeast region of the United States to complete an online survey. Results showed no difference between generational perceptions of caring; however, millennials reported statistically significant higher perceptions of social presence when compared with non-millennials. Although generation was not a predictor of caring, all Presence subscales were positively and significantly correlated with the total caring score. Also, the number of online courses a student has taken was negatively and significantly correlated with total caring scores. Teaching presence and the reported number of online courses were significant predictors of the students' perceptions of caring in online courses.

The perfect all-in-one guide for future nurse educators! The award-winning Teaching in Nursing: A Guide for Faculty, 6th Edition prepares you for the day-to-day challenges of teaching future nurses for practice in today's rapidly evolving healthcare system. This comprehensive resource is the only one of its kind to cover all four components of nursing education: teaching and learning, curriculum, evaluation, and technology-empowered learning. You'll benefit from the expert guidance on such key issues as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advances in technology and information. Plus, the 6th edition includes a unique new chapter on Global Health and Curricular Experiences along with updated information on technology-empowered learning, the flipped classroom, interprofessional education, interprofessional collaborative practice, and much more. - Comprehensively addresses all four components of nursing education including teaching and learning, curriculum, evaluation, and technology-empowered learning. - Coverage of concept-based curricula includes strategies on how to approach and implement concept-based instruction. - Pedagogical aids include Evidence-Based Teaching boxes, covering such issues as how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. - Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. - Guidance on teaching in diverse settings addresses such topics as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. - Strong emphasis on teaching clinical judgment, new models of clinical education, and responding to needs for creating inclusive multicultural teaching-learning environments. - NEW! Updated content throughout reflects the latest evidence-based guidelines for best practices in teaching and learning. - NEW! UNIQUE chapter on Global Health and Curricular Experiences focuses on internationalization of the nursing curriculum with an emphasis on leading international learning experiences; policies, procedures, and guidelines for overseas study and global and health competencies for health professions programs. - NEW! Enhanced pedagogy includes additional illustrations, tables, and boxes. - NEW! Expanded interprofessional education chapter, provides you with strategies for effective teaching in an interprofessional healthcare environment.

This study was designed to identify and investigate nursing faculty and student perspectives of self-directed learning in a practical nursing program. It also explored the degree to which student's perceptions of self-directed learning exhibited factors consistent with that of critical thinking. This study is important because self-directed learning and its critical thinking elements are essential in providing safe, competent, effective, and efficient nursing care within practice and education. Using an explanatory case study design the practice of self-directed learning within a practical nursing program was examined through the use of: classroom observations, interviews with nursing faculty, nursing students, and document analysis. Data analysis within this study provided insight into the perceptions that exist between instructors and students and it demonstrated the differences between adult students that understand the role self-direction plays within nursing education and those that do not. It can be argued that changes in the classroom interactions between instructors and students within early courses should focus more directly on enhancing learning experiences by providing deeper instruction on core elements of learning how to learn within a classroom setting. In finding that nursing students need better designed and managed opportunities to learn how to think about and care for patients, the study concludes with recommendations for future research in the field of self-directed learning within adult education.