Faculty Caring Behaviors in Online Nursing Education: An Integrative Review
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| Title: | Faculty Caring Behaviors in Online Nursing Education: An Integrative Review |
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| Language: | English |
| Authors: | Jones, Kate (ORCID |
| Source: | Distance Education. 2020 41(4):559-581. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Nursing Education, Nursing Students, Graduate Students, College Faculty, Teacher Student Relationship, Teacher Behavior, Caring, Feedback (Response), Learner Engagement, Communities of Practice, Inquiry, Electronic Learning, Virtual Classrooms, Distance Education, Educational Research |
| DOI: | 10.1080/01587919.2020.1821601 |
| ISSN: | 0158-7919 |
| Abstract: | As online programs for nursing education continue to grow, nursing faculty must develop strategies for engaging with and supporting students in this form of distance learning. The concept of caring, which is central to nursing education, overlaps with teaching and social presence concepts from the community of inquiry model in education. After reviewing both distance education and nursing literature for background, we conducted an integrative review of studies focusing on online graduate nursing education. We found consistency in the types of faculty behaviors that were described, and that those behaviors aligned with our definition of caring. Implications for distance education include the need to better prepare faculty for online teaching so that they can be intentional about implementing caring behaviors when designing and delivering online education. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1275003 |
| Database: | ERIC |
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| Abstract: | As online programs for nursing education continue to grow, nursing faculty must develop strategies for engaging with and supporting students in this form of distance learning. The concept of caring, which is central to nursing education, overlaps with teaching and social presence concepts from the community of inquiry model in education. After reviewing both distance education and nursing literature for background, we conducted an integrative review of studies focusing on online graduate nursing education. We found consistency in the types of faculty behaviors that were described, and that those behaviors aligned with our definition of caring. Implications for distance education include the need to better prepare faculty for online teaching so that they can be intentional about implementing caring behaviors when designing and delivering online education. |
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| ISSN: | 0158-7919 |
| DOI: | 10.1080/01587919.2020.1821601 |
