Student Desire to Stay in a Program: The Influence Of Faculty Caring and Cultural Identification With Faculty

The Future of Nursing 2020-2030 report (National Academies of Sciences, Engineering, and Medicine, 2021) stated nurses should reflect the characteristics of the people they serve to ensure individuals receive culturally competent and equitable health care. Over the next decade and beyond, the U.S. population will become more racially and ethnically diverse, but the nursing workforce has not kept pace with the changing demographics (American Association of Colleges of Nursing, 2023). To increase diversity among nurses, nursing schools need more diverse graduates from prelicensure nursing programs, but attrition is greater among students with diverse racial, ethnic, and cultural backgrounds (Barbé et al., 2018; Harris et al., 2014; Veal et al., 2012). Nurse educators must identify strategies to support diverse student populations to promote retention and successful program completion for all students. Factors that support student retention are complex, but major influences might include student’s cultural identification with their faculty and student perception of faculty caring. The purpose of this quantitative study was to empirically analyze the extent to which prelicensure nursing students’ desire to stay in their program of study was explained by students’ cultural identification with their nursing faculty and students’ perception of faculty caring. Two theoretical frameworks informed this study: Madeleine Leininger’s culture care theory (Leininger & McFarland, 2006) and Jean Watson’s (2008) theory of human caring. A conceptual model influenced by Leininger’s culture care theory and Watson’s theory of human caring was proposed to guide the research. The sample was drawn from three baccalaureate programs located in differing geographic regions of the United States, all of which were minority serving institutions. A convenience sample of 280 prelicensure nursing students completed an online structured survey. Variables were measured using the Caring Factor Survey—Caring of Faculty (J. Nelson, personal communication, June 22, 2021) and two visual analogue scales. Multinomial logistic regression and Spearman’s correlation were used to answer the two research questions. The predictor variables, faculty caring (p \u3c .001) and identify with faculty (p \u3c .001), significantly contributed to the final model. Additionally, a statistically significant weak to moderate positive correlation (rs = .23 - .38, p \u3c .001) was found among each Caring Factor Survey—Caring of Faculty statement and students’ cultural identification with faculty. Findings from this study demonstrated that both cultural identification and faculty caring significantly contributed to students’ desire to stay in a program, but perception of caring exhibited a greater influence. The conceptual model proposed for this study was supported by these findings. Although faculty and students were each influenced by their cultural lens, the transpersonal caring moment that occurred when both individuals entered a faculty-student caring relationship radiated and influenced student perceptions. Caring student-faculty relationships could overcome cultural differences. Strategies to promote student perception of faculty caring might have a positive impact on prelicensure nursing student retention and, consequently, resources could be directed to influence student success

Innovative Approach to Assess Caring in Nursing Skills

Through presentation, discussion, and small group work; this session will discuss why caring should be measured in lab skills, describe one approach to implementing measurements of caring, and instruct learners how to apply this approach. Caring is an underlying construct forming a basis of what a nurse does each day, a way of being in connection with the patient. When teaching students how to perform a skill, cultivating how to be in caring connection with the patient needs to be emphasized. Actions, words, and behaviors all contribute to the caring connection between a nurse and a patient (Watson, 2015). When a nurse’s work includes the caring connection, one affirms that nursing is more than just a job (Watson, 2015). Not only do caring behaviors need to be taught, these behaviors also need to be included in skill evaluation rubrics to emphasize the importance of caring. Skill evaluation rubrics are used to demonstrate student competence in a skill before performing that skill with a patient. Traditionally, the framework of a skill rubric focuses on the proficiency of the task being evaluated. However, competency in nursing is more than task proficiency. Students are expected to demonstrate a caring demeanor when the skill is performed in a clinical setting. To do so skill competency rubrics need to be framed with a focus on caring. To switch the focus from only skill proficiency to cultivating the caring connection; a change in the evaluation rubric framework is needed. Rather than inserting components of caring into a traditional skill grading rubric, rubrics developed using the Attributes of Caring developed by Roach (2002) as the evaluation criteria should be utilized. The Attributes of Caring identify specific behaviors demonstrated by the nurse when caring for a patient. Roach’s work included six attributes of caring: compassion, competence, confidence, conscience, commitment, and comportment. Additional Attributes of Caring may be used to meet the needs of a program. After establishing the essential steps of the skill which will be measured, each step of the skill being evaluated is assessed and the associated Attribute of Caring is determined. The evaluation rubric is set up with each row headed by an Attribute as the measurement criteria and the associated steps of the skill are used to describe the measures to evaluate successful achievement. By using Attributes of Caring as evaluation criteria, the importance of caring behaviors is demonstrated. Students are taught and evaluated on actions, words, and behaviors which contribute to the caring connection and faculty are given a language for evaluation based on caring. Competency in nursing is emphasized and evaluated by implementing this approach to lab skill evaluation. References Roach, M. S. (2002). Caring, the human mode of being: A blueprint for the health professions (2nd rev. ed.). Ottawa: Canadian Healthcare Association Press. Watson, J. (2015). Jean Watson’s theory of human caring. In M. C. Smith & M. E. Parker (Eds.), Nursing theories & nursing practice (pp. 321-339). Philadelphia, PA: F.A. Davis Company

Unitary Human Caring Science Embodied in an AHNA Endorsed Holistic Nursing Curriculum

This presentation addresses how Unitary Human Caring Science (UHCS) is expressed throughout a hybrid pre-licensure Bachelor of Science (BSN) nursing program. UHCS emerged from harmonic coherence of the theoretical works of Rogers (1970,1992), Newman (1994), Smith (1992), and Watson (2008, 2012). The faculty added the word “human” to emphasize the lived experience of caring within nursing situations. Additional curricular influences were holistic nursing perspectives, quantum physics, complexity science, and indigenous wisdom. Input from multicultural partners was elicited throughout curriculum development. This theoretical framework is explicated by concepts central to the focus of the discipline of nursing as described by Newman, Smith, Pharris, and Jones (2008). In addition to the aforementioned, six National League for Nursing Integrating Concepts (NLN, 2010) form the foundational structure of the curriculum. Coupled with the lived experience and professional practice of nurse educators, clinicians and other outside advisors, the praxis of nursing is revealed. This curriculum received endorsement as an academic holistic nursing program by the American Holistic Nurses Credentialing Corporation (AHNCC) fall 2018. Endorsement attests to the distinction of this program and provides an opportunity for graduates to sit for the holistic nursing credentialing exam upon successful completion of the RN licensure exam. UHCS is suffused in didactic, lab, simulation, and clinical opportunities throughout the entire student educational experience. Holistic approaches are explored alongside practices of Western medicine. Contemplative practices, including meditation and other self-care approaches, are fostered to develop resilience and compassion for self and others. Students develop caritas literacy, the enhanced awareness and perception of caring in human environments, through reflections, self-assessments, peer critiques, written and verbal assignments, and nursing skill evaluations. Examples of these components are included in the student’s e-portfolio summative assignment. A sampling of these tools along with a depiction of the curriculum structure will be presented for dialogue

Educating the Caritas Nurse: Developing Curriculum for Practicing Within a Unitary Caring Science

St. Catherine University initiated curriculum development of a multicultural and holistic baccalaureate (BSN) section for adult learners in 2015. Students began matriculation in Fall 2017. This initiative was founded on an “ethic of belonging” (Watson, 2005 a,b) and embraced unitary caring science. Unitary concepts of health, pattern, meaning, consciousness, caring, presence, and mutual process (Newman et al., 2008) were used to guide a conceptual/contextual teaching-learning process of spiraling from simple, to complicated, and finally complex nursing situations of multicultural groups. Development of awareness (expanding consciousness) within the student was facilitated via use of the Caritas Processes® (Watson, 1979, 1985, 1999, 2005a, 2008, 2012) and caring attributes or modes of caring first articulated by Roach (2013). This program is based on core values of social justice, diversity, ethics, caring, excellence, holism, integrity, and patient-centeredness as described by the National League of Nursing (2010). Unique approaches to developing caritas literacy (Lee, Palmieri, & Watson, 2017) are articulated in classroom, laboratory, simulation, clinical, and online experiences in this hybrid program. Students dwell within the caritas field created by faculty as they attune to their true purpose in life. Nursing is practiced as a “calling” rather than a vocation as students discover what is of value and what is real for them. Meditation, contemplative practices, reflective dialogue, and holistic therapies are shared alongside practices of Western medicine. In this way, the heart of the collective group, as social or cultural consciousness, unfolds a pattern of relating and healing that is sustainable for all. Praxis, the art and science of nursing in practice, brings forth compassionate action in the world and cosmos. References Lee, S. M., Palmieri, P. A., & Watson, J. (2017). Global advances in human caring literacy. NY: Springer Publishing Company.National League for Nursing. (2010). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, research doctorate programs in nursing. NY: National League for Nursing.Newman, M., Smith, M., Pharris, M., & Jones, D. (2008). The focus of the discipline revisited. Advances in Nursing Science. 31(1), E16-E27.Roach, S. (2013). Caring the Human Mode of Being. In M. Smith, M. Turkel, and Z. Wolf (Eds.)., Caring in nursing classics: An essential resource. (Ch. 9). NY: Springer Publishing Company.Watson, J. (1979). Nursing the philosophy and science of caring. Boston, MA: Little, Brown.Watson, J. (1985). Nursing: Human science and human care: A theory of nursing. Sudbury, MA: Jones & Bartlett.Watson, J. (1999). Postmodern nursing and beyond. London, England: Churchill Livingstone.Watson, J. (2005a). Caring science as sacred science. Philadelphia, PA: F. A. Davis.Watson, J. (2005b) Caring Science:Belonging before being as ethical cosmology. Nursing science quarterly. 18(4). 304-305. DOI: 10.1177/0894318405280395Watson, J. (2008). Nursing: The philosophy and science of caring. Boulder, CO: University Press of Colorado.Watson, J. (2012). Human caring science: A theory of nursing (2nd ed.). Sudbury, MA: Jones & Bartlett Learning

Co-Designing for Gold Mining Safety

The use of mercury in artisanal and small scale gold mining in Ghana poses serious environmental and health risks. The purpose of this project is twofold; to improve safety by prototyping a device to reduce mercury exposure, and to document our novel co-design approach. We prototyped three iterations of retorts, blending our technical expertise with miners’ local expertise. By allowing miners to lead the stages of design and grounding our partnership in mutual respect and sharing of ideas, our partners recognized their own capacity to shape their own outcomes. Future efforts can include further technical and field testing to improve device function and manufacturability and an implementation scheme to expand access to these devices