Faculty-student interactions and the student-perceived climate for caring

Hughes, Linda A.

doi:10.1097/00012272-199203000-00009

Cited by 40 publications

(26 citation statements)

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“…The students in Hughes’40 study described a caring climate as one in which the teacher acknowledged and responded to “the feelings of stress and anxiety that are experienced by students”. Bankert and Kozel41 suggested that creating a caring environment that demonstrates value, respect, and support as a collaborative enterprise between faculty and learners not only fosters relationships but also promotes learning in a nonstressful manner.…”

Section: Future Directions For Managing Stressmentioning

confidence: 99%

Transforming nursing education: a review of stressors and strategies that support students' professional socialization

Prato¹,

Bankert²,

Grust³

et al. 2011

AMEP

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Nurse educators are facing the challenge of creating new ways of teaching and facilitating enhanced learning experiences in clinical practice environments that are inherently complex, highly demanding, and unpredictable. The literature consistently reports the negative effects of excess stress and unsupportive relationships on wellbeing, self-efficacy, self-esteem, learning, persistence, and success. However, understanding contributing factors of stress, such as the student’s experiences of uncaring and oppressive interactions, is clearly not adequate. The transformation of nursing education requires a paradigm shift that embraces collegiality, collaboration, caring, and competence for students and the faculty. This paper reviews the literature on stress and its effects on nursing students. Grounded in theory related to stress and human caring, this paper focuses on the clinical environment and faculty-student relationships as major sources of students’ stress and offers strategies for mitigating stress while fostering learning and professional socialization of future nurses.

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Section: Future Directions For Managing Stressmentioning

confidence: 99%

Transforming nursing education: a review of stressors and strategies that support students' professional socialization

Prato¹,

Bankert²,

Grust³

et al. 2011

AMEP

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“…Trust has been linked to effective student–teacher relationships (Appleton 1990, Halldorsdottir 1990, Miller et al. 1990, Hughes 1992, Dillon & Stines 1996), is an essential process in the formation of student–teacher connection (Gillespie 2002), and is the ‘…affective glue binding educational relationships together’ (Brookfield 1990, p. 163). Given its centrality, it is necessary to consider how trust is developed in a student–teacher relationship.…”

Section: Essence Of Connectionmentioning

confidence: 99%

Student–teacher connection: a place of possibility

Gillespie

2005

Journal of Advanced Nursing

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Acknowledging student-teacher connection as a place of possibility highlights the importance of student-teacher relationship to students' learning and raises implications for preparation and evaluation of educators, and educational practice within the international nursing arena. Of note is the need for the preparation of educators to include a focus of developing relational competence as well as evaluation processes that consider the teacher-in-relationship. Regardless of the educational setting, educators are challenged to consider their beliefs and actions and the influence these exert on relationships with students. Further research exploring specific possibilities within connection is required.

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“…Of note, three scales included a dimension of uncaring behaviours (i.e. ‘benign neglect’ in Larson and Ferketich, ‘uncaring behaviours’ in Hughes (1993a,b), ‘inappropriate involvement’ in Lea et al. 1998).…”

Section: Introductionmentioning

confidence: 99%