There is an increase in the number of students enrolled in colleges and universities with diagnosed mental illness or symptoms suggestive of mental health problems. Recent national epidemiological research indicates nearly 50% of college students experienced symptoms meeting the Diagnostic and Statistical Manual IV TR criteria for a psychiatric disorder. This increase in mental health problems experienced by college students has a significant impact on students, faculty, staff, and the academic community. The purpose of this grounded theory research study was to identify the basic social psychological process (BSPP) that occurs when nursing faculty interact with students with suspected mental health issues. The intent of this research was to gain an understanding of 'what is going on' to establish guidelines for faculty and identify strategies for interacting with students with suspected mental health issues.

The focus of this grounded theory study was nursing faculty. Participants were identified using purposive and theoretical sampling. Data were collected through face-to-face semi-structured interviews with 13 participants. Data were analyzed using line-byline coding and constant comparative analysis until saturation was reached following Glaser and Strauss's grounded theory methodology. The BSPP that emerged from the data was navigating the faculty-student relationship.

The resulting substantive theory, navigating the faculty-student relationship when students have a mental health issue, is an iterative four phase process that includes noticing, responding, experiencing, and reflecting This theory provides a framework that informs understanding of how nursing faculty recognize and address students with suspected mental health issues and how the experience informs subsequent student encounters and teaching. This knowledge is essential to establishing a positive learning environment through the development of faculty orientation programs and best practice guidelines for nursing faculty in the classroom and clinical setting. Implications for nursing science and research include further exploration of the faculty-student relationship, managing boundaries, and the use of reflection and narrative pedagogy in nursing education.