Proactive Response of Students and Strategies to Deal With It In Nursing Education

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Nursing Education and Proactive Response of Students & Strategies to Deal With

Proactive Response of Students and Strategies to Deal With It In Nursing Education


Proactive Response of Students and Strategies to Deal In Nursing Education, Forewarning in the Course Syllabus In Nursing Education, Reviewing the Institutional Code of Conduct While Dealing With Students In Nursing Education, Being Transparent While Resolving Issues In Nursing Education, Establishing a Trusting Environment In Nursing Education, Providing Effective Behavioral Feedback In Nursing Education, Know Who to Contact for Consultation In Nursing Education, Know When to Call for Behavioral Consultation In Nursing Education.

Proactive Response of Students and Strategies to Deal In Nursing Education

  With an emphasis on preventing inappropriate behavior altogether, this section describes a series of actions that faculty can implement when managing a learning environment. These strategies can be applied to learning in a conventional classroom, in off-campus settings, and in online learning environments. 

    It is also recommended that faculty within a department discuss these strategies and adopt common practices. Students will notice common practices from class to class, which helps to reinforce these strategies (Jones & Philp, 2011, p. 22).

Forewarning in the Course Syllabus In Nursing Education

    An important first step in managing the learning environment is taking early action to prevent problematic behavior. This can be done in a variety of ways, including being attentive to creating a climate of civility from day one of class. Novice faculty tend to assume that college students intrinsically understand professional behavioral expectations of them. This may be a false assumption. 

    It is imperative that appropriate behavior be explicitly described, both in the syllabus and on the first day of class. In the course syllabus, faculty should express their goals and expectations for the learning environment. The program or institution may also have specific expectations or policies that faculty are required to insert into syllabi. The syllabus is a performance agreement between faculty and students. 

   As such, it is an opportunity to express the ground rules and guidelines for engagement. This is the time that faculty should outline student behaviors that matter most to them as educators. Faculty should keep the discussion positive and indicate the behaviors they wish to see demonstrated by students. 

    Faculty should also connect these behaviors to the achievement of the learning outcomes established for the course. For example, if students arriving to class on time and remaining through the entire class period is an important component of the learning environment, then express this expectation in the syllabus and also indicate the rationale for this expectation. 

    For all expectations, it is also recommended that faculty provide students with a way to manage these expectations. If a student knows that he or she will not be able to arrive at a class on time, what should the student do? Should the student not attend at all? Should the student call faculty in advance of the class and discuss the need to arrive late? 

    Is there a place (e.g., the back row of the class) that has been designated as an area where students who arrive late or must leave early should sit so as not to disrupt the learning of others? Clearly stating expectations in writing to students from the first day together helps students understand the behaviors faculty expect from the outset. 

    This approach also provides faculty with a guide in case a student acts in a manner that has been previously determined unacceptable. As instructors, faculty are in a position to set standards that students must meet. These standards may be both academic and behavioral. The key is that they are clearly expressed and consistently expected of all students. 

    The syllabus is historically the document that articulates the basic relationship between student and instructor. Although a syllabus cannot present text for every concern, including text that expresses “the ground rules” or the rules of engagement between the instructor and students is often one way to create an environment designed to minimize conflict. 

Reviewing the Institutional Code of Conduct While Dealing With Students In Nursing Education

    With expectations clearly outlined in the syllabus, the first-class meeting of the semester is a time to outline behavioral expectations for the course. In addition to sharing faculty expectations particular to the course, it is also appropriate to inform students about any policies that the institution has established to guide student conduct. 

    It is recommended that faculty briefly address the sections of the institutional student conduct policy that have meaning for the specific learning objectives of the course. This is the time for faculty to describe their expectations and interpretations of the code. It is also appropriate for faculty to provide positive examples of the behavior they wish to see exhibited by the students and engage the students in a discussion about these expectations. 

    One exercise is to ask the students to describe annoying or disruptive behaviors they have seen from their fellow classmates in other classes and to talk about how important it is that each person agree to not act in a manner that disrupts learning in the classroom.

Being Transparent While Resolving Issues In Nursing Education

    Another way in which faculty can minimize problematic behavior is to be as transparent as possible with students regarding development of assignments and rationale for decision making and grading. Open communication about how the course has been developed and how decisions have been made serve to decrease student perceptions that an instructor’s actions are arbitrary or even malicious. 

    Evidence suggests that students may potentially respond disruptively when they disagree with grading decisions, when they receive an unsatisfactory clinical grade, or when they receive a failing grade for a course (Luparell, 2004). Perceptions that an instructor acts in an arbitrary manner, especially where grades are concerned, may result in a student misbehaving out of frustration.

Establishing a Trusting Environment In Nursing Education

    A trusting relationship between student and faculty is essential to creating an environment in which students can mature professionally (Shanta & Eliason, 2014). Faculty frequently need to deliver critical feedback that is constructive in nature. 

    It is false to assume that students understand the benevolent and professional motives behind providing such feedback; they are often unprepared to receive feedback that is not wholly positive. Consequently, it is beneficial to elucidate the purpose of constructive feedback in students’ professional development.

Providing Effective Behavioral Feedback In Nursing Education

   Students often are unaware of how their behaviors are perceived. In a trusting environment in which the student’s professional development is a priority, faculty have a responsibility to provide concrete and specific feedback regarding behaviors that may impede a student’s progress. 

    It is important to note that the script provides students with the choice to continue the behavior or not, based on whether they are concerned with the outcomes of their behavior. Students almost always choose to discontinue the annoying behavior. However, if the behavior continues you will need to address it more assertively by requesting unequivocally that it stop.

Know Who to Contact for Consultation In Nursing Education

    Sooner or later faculty will need to seek consultation regarding a student’s behavior. There are important legal underpinnings that must guide faculty when addressing student misbehavior. See Chapter 3 for a more detailed discussion of the legal implications associated with disciplinary action for student misbehavior. 

    In particular, students retain their constitutional rights of free speech and due process and these rights must be considered when addressing student misconduct. However, most novice nurse educators are not well-acquainted with the legal aspects of education. For this reason, it is important to seek assistance from knowledgeable individuals at the outset.

   Every college or university has designated individuals who respond to issues regarding student behavior. There are no consistent titles or standardized credentials, and every institution, through its history, context, mission, vision, values, and goals, has constructed individualized approaches to how student behavior is managed. 

    It is best if faculty reacquaint themselves annually with the key people on campus who should be consulted regarding student behavior concerns. Consultants can include staff from such offices as the dean of students, counseling, advising, student health services, student ombudsman, student advocate, faculty professional development, student affairs, student life, human resources, or the campus police. 

    Faculty are encouraged to inquire of their faculty colleagues and administrators as to which offices and staff have provided helpful counsel in the past, depending on the student situation. Faculty should also know who is responsible for administering the institutional student code of conduct. 

    It is helpful to have established a working relationship with these individuals in advance of contacting them with a particular student concern. The key point is that, as instructors, faculty are supported in responding to student conduct in the classroom and have the institutional support of other professionals with specialized expertise in handling student issues.

Know When to Call for Behavioral Consultation In Nursing Education

    Just as important as knowing who to call for consultation is knowing when to call for consultation and when to refer an unresolved matter to others. Quite often faculty dwell on an unresolved matter with a student much longer than necessary, which is distracting to the teaching and learning experience for the entire class. 

    Let us assume that a faculty member has outlined during the first class the behaviors that are expected from her or his students to facilitate learning. Let us further assume that discussion of behavioral expectations also included identification of the student conduct code, with statements detailing how the code provides institutional support for the faculty’s expectations. 

    If the faculty member has outlined student behavior expectations in the syllabus, met with the student, and made the student aware that his or her behavior is not meeting the standard that has been set for the class, and the student either refuses or is unable to change the behavior to meet the expected standard, then the faculty member should immediately consult with others, such as the department chair, to identify other ways to work with the student or to request a referral to another office on campus.

   As mentioned earlier, the timing of a referral also depends on the unique circumstances and the continuum of behaviors observed. If at any time faculty feel their safety or the safety of others is at risk, then campus law enforcement should immediately be contacted. 

    If, on the other hand, faculty are responding to an annoying act, then they may wish to meet with the student on repeated occasions to address a variety of issues that are adversely affecting the student’s academic success.

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