First Advisor
Copeland, Darcy
First Committee Member
Dunemn, Kathleen N.
Second Committee Member
Aldridge, Michael D.
Degree Name
Doctor of Philosophy
Document Type
Dissertation
Date Created
8-2024
Department
College of Natural and Health Sciences, Nursing, Nursing Student Work
Abstract
The future of health care depends on nurses who can provide expert patient care and are equally prepared to care for themselves. This balance allows nurses to effectively model caring for themselves to their patients while also enabling them to withstand the inevitable rigors of the profession. As role models, nursing faculty exhibit behaviors that influence students or role aspirants' ability and motivation to successfully perform self-care. For nursing faculty to be intentional in their influence in this area, they must understand what students interpret as helpful and detrimental in facilitating their self-care. The purpose of this study was to determine how U.S. nursing faculty impact students' self-care throughout their pre-licensure nursing education. A qualitative descriptive research design was utilized. Seventeen individuals from four states volunteered for participation. Analysis revealed four main themes: (a) perception of role model, (b) role modeling process, (c) perception of goal and goal-related behaviors, and (d) faculty behaviors impacting self-care. This study determined that students need support beginning early in their program since some participants cited the first semester of nursing school as the most stressful. Compassion and empathy are required from faculty when students’ attention is required outside of the academic environment to navigate life stressors or engage in extracurricular activities. Participants in this study found it helpful when faculty talked about and facilitated discussions surrounding self-care. Sharing of themselves by modeling behaviors, providing feedback, allowing physical rejuvenation during course and clinical breaks, and referral to appropriate resources when necessary were also perceived as beneficial. Lack of organization and coordination among faculty was highlighted by participants as a major barrier to students’ self-care.
Abstract Format
html
Extent
153 pages
Local Identifiers
Yardley_unco_0161D_11245.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Yardley, Shane, "Nursing Faculty as Self-Care Influencers: Current Nursing Students’ Perspectives" (2024). Dissertations. 1112.
https://digscholarship.unco.edu/dissertations/1112