Campus Resources, Support Services and the Faculty Student Learning Relationship for Proactive Student In Nursing Education

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Nursing Education and Campus Resources, Support Services and the Faculty Student Learning Relationship for Proactive Student

Campus Resources, Support Services and the Faculty Student Learning Relationship for Proactive Student In Nursing Education


Campus Resources Regarding Support Services for Proactive Students In Nursing Education, Implications for Practice and Support Services for Proactive Students In Nursing Education, The Faculty Student Learning Relationship for Proactive Student In Nursing Education.

Campus Resources Regarding Support Services for Proactive Students In Nursing Education

    As stated previously, it is recommended that faculty become familiar with the services, programs, and personnel who staff their institution’s campus support resources before they actually need their assistance. 

  Campus resources can include counseling services, student health services, police, department chair, dean of students, and services for students with disabilities. Depending on the history and context of the institution, there may be other support services, including campus ministries and specialized centers for specific populations of students such as women, people of color, or gay, lesbian, or transgender students. 

   Regarding behaviors of concern that rise to the level of safety for individuals or groups, universities have increasingly established formal committees that convene to conduct a broad review of a student’s behavior in order to coordinate a comprehensive and organized response. 

    Coordination of a team of professionals who can work together to assess threats and identify problems is preferred to individual faculty working alone. It is best to have multiple offices come together on a case-by-case basis and form a team to assess the situation and achieve the desired results. 

   One easy way to develop relationships with these support services is to invite personnel from one or two of these offices to present introductory information about their offices to faculty within the nursing program and to explore how and when students should be referred as a part of the program’s faculty professional development activities.

Implications for Practice and Support Services for Proactive Students In Nursing Education

   Novice faculty are frequently unprepared for the diverse challenges that arise in classroom management. It is important to recognize early that you are likely to experience some degree of student misconduct in your teaching career. Thus, it is wise to consider in advance how you might respond in specific situations. 

    Working with students effectively and managing the classroom learning environment in a manner that meets or exceeds the learning objectives of the course requires instructors to consider how they will approach the management of the learning environments for which they have accepted responsibility. 

   Faculty may find it helpful to consider their emotional assets as discussed in Goleman’s (2005) work on emotional intelligence. His work is a helpful guide for developing the faculty’s role as a learning facilitator and developing strategies for engaging students in interventions regarding their conduct. 

    Additionally, because it is tempting to ignore inappropriate behavior and avoid or delay having difficult conversations with students, it may be helpful for faculty to consider various ethical imperatives that serve as a compelling rationale for action. For example, most nursing education programs have established objectives or standards related to professional behavior. 

    Additionally, we are reminded in the Code of Ethics for Nurses (American Nurses Association, 2001) that educators are responsible for ensuring that our students demonstrate “commitment to professional practice prior to entry” (p. 13) into practice. When students consistently behave inappropriately, there is an argument to be made that they do not meet the standard of professionalism. 

    Unwillingness or inability to address poor behavior may have more far reaching implications than have previously been acknowledged. Horizontal violence and disruptive behavior are unfortunate phenomena in health care and have been linked to negative patient outcomes (Institute for Safe Medication Practices, 2013; Shanta & Eliason, 2014). 

    Faculty frequently express concern that poorly behaving students may subsequently behave poorly as practicing nurses, and evidence exists to support this concern. Physicians, for example, who have been disciplined for unprofessional behavior are more likely to have displayed problem behavior as students (Papadakis et al., 2005). 

   More recently, Luparell and Frisbee (2014, unpublished data) conducted a large national study to explore nursing faculty knowledge of poorly behaving or uncivil students who went on to demonstrate uncivil or unprofessional behavior as practicing nurses. 

    One third of the faculty respondents (n = 1869) reported knowing of a former badly behaving student who went on to demonstrate bad behavior in practice. When managing the learning environment, faculty are setting both learning and behavioral expectations. In setting these expectations, faculty must also monitor and evaluate how these expectations are fulfilled. 

    As such, faculty’s own self-awareness becomes important when considering the extent to which students meet the standards that have been set. It is important that faculty observe themselves and recognize their feelings as they engage with students. As the instructor, faculty have administrative power over the student and the responsibility to act civilly, objectively, and consistently. 

   To effectively manage the learning environment, faculty need to appropriately and effectively manage their own emotions. Nursing faculty have reported experiencing negative emotions when subjected to student incivility, including feelings of decreased self esteem, a loss in their confidence as teachers, resentment related to the time involved in documenting student misconduct incidents, and a loss of motivation to teach (Luparell, 2007b). 

    It is paramount that faculty be cognizant of their own feelings about students and what is behind these personal responses to student behavior. Of course, the ultimate responsibility of faculty is to find ways to manage their emotions so that they do not interfere with the learning environment. 

    Feelings such as fear, anxiety, anger, and sadness can cause faculty to avoid engaging students. Failing to engage or confront students limits faculty ability to manage the learning environment. These feelings can also skew faculty observations of student behavior. 

   If a faculty member believes that a student is acting inappropriately, and remains reluctant to engage the student in a discussion about these behaviors, the faculty’s feelings may be an underlying issue that needs to be addressed as well. Campus faculty teaching and professional development services can be a valuable resource in assisting faculty to develop strategies for effective student conferences. 

   As faculty engage with their students in learning experiences, a key to effective management is maintaining sensitivity to others’ feelings and concerns and the ability to consider others’ perspectives. Awareness of generational differences in understanding and response to behavioral expectations and consequences may assist faculty in engaging with students in a positive manner (Lake, 2009). 

    Clark and Springer (2007) conducted a study of nursing faculty and students that indicated that students and faculty had different perceptions of what constituted uncivil behavior on the part of students and faculty. Baxter and Boblin (2007) also stated that nursing faculty and students may disagree on what constitutes dishonest behavior, especially in the classroom. 

    When confronting a student about behavior and how it appears that the behavior is disrupting the learning environment, appreciating the differences in how people perceive and respond to situations will be helpful when communicating with students about what constitutes appropriate behavior in the learning environment. 

    These differences in perceptions between faculty and students further illustrate the importance of faculty being explicit about the behaviors that are expected of students at the very initiation of the learning experience. Online teaching includes a number of misconduct and incivility issues that may manifest in particular ways because of the lack of face to face interaction among participants. 

    Faculty can integrate increased social presence and instructor student interaction within completely online courses through a variety of means, including the use of short videos or podcasts prepared by the instructor so that students may see and hear the instructor actually discuss course concepts, timely discussion forum responses to student postings, and emails to students to provide individualized feedback or encouragement. 

    Online instructors are encouraged to address incivility in the learning environment promptly and to hold offenders accountable (Clark, Ahten, & Werth, 2012).

The Faculty Student Learning Relationship for Proactive Student In Nursing Education

    Faculty often ask what their rights and responsibilities as instructors are and what rights and responsibilities students have as learners. Rights and responsibilities are guided by constitutional law, state law, and institutional policy. 

    Private and public colleges and universities have been treated differently by the courts in that private institutions are seen more as private corporate entities and public institutions are considered to be agents of the government (Kaplin & Lee, 2006). 

    If an institution or program does not have clearly established expectations for the behaviors of students and faculty, these policies should be developed (Clark & Springer, 2007). 

    In addition to faculty development activities, student development activities should also be provided by the institution to assist students in coping with the multiple stressors many are facing in their lives and to help students identify appropriate and inappropriate behaviors. 

    Lastly, when contemplating the consequences of student incivility directed at faculty, program leaders should contemplate the general well-being of the faculty workforce. Student incivility has been weakly correlated to decreased job satisfaction in one preliminary study (Frisbee, 2013). 

    Additionally, new evidence suggests that more than a few nursing faculty have left teaching positions because of unpleasant interactions with students (Luparell & Frisbee, 2014, unpublished data).

    Faculty have more contact time with students than anyone else in the educational setting. Faculty are the key to developing quality learning environments that allow for the civil exchange of information and ideas. 

    Faculty and administrators must be able to recognize the early warning signs of student misconduct such as unhealthy obsessions and specific verbal clues expressions of hopelessness, direct or indirect threats, or suicidal language and then report them. 

    Working with a team of campus professionals and faculty to effectively engage troubled students is a critical aspect to classroom management. When a student is struggling in a class or is affected by drugs or alcohol or by financial or relationship problems, faculty are often instrumental to successfully assisting students. 

    When a student’s behavior interferes with the educational process or campus safety, the institution can consider a range of options in response. This chapter provided some insight into those options. This chapter provided a brief summary of developmental, legal, and risk management considerations of student misconduct and learning. 

    Additionally, specific actions were presented that can be used to reduce in class disruptions and maintain a well managed learning environment, allowing both the instructor and students to meet their learning objectives in a civil manner. 

    The goal of this chapter is to help future faculty gain an understanding of problem or disruptive student behavior, in addition to an understanding of specific steps and available professional resources one can use to minimize disruptions in a learning environment.

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