This study describes the beliefs and practices of nursing faculty when using role modeling to teach values to students and correlates faculty role modeling of caring to student caring behaviors. Faculty from 4 baccalaureate nursing schools in the Northeast completed an on-line demographic form, the Role Modeling Beliefs and Practices Survey [RMBPS] (Fassetta, 2011), and the Caring Efficacy Scale [CES] (Coates, 1995, 1997). A mailing and incentive boosted faculty response to 78. A total of 231 students completed a demographic form and the CES. A free-response section provided enriching qualitative data.
The RMBPS identified 5 major components representing 58% of the variance: the intentional and explicit use of self (20.5%); a strong professional identity (12.3%); moral integrity (9.4%); institutional support (8.19%); and specificity (7.7%). Demographic influences include tenure status, p = .04; rank, p = .006; and usual teaching arena, p = .004. RMBPS scores differed between schools, p = .03, but were not confirmed post-hoc.
CES scores were influenced by age for faculty and students, p = .0005; concentration of highest faculty degree, p = .031; and student GPA, p = .009. Students identified nurses as role models for caring after parents. There was no difference in CES scores between schools, despite significant student demographic differences. CES scores differed between faculty and students, p = .0005, indicating that faculty actively role model caring. Faculty CES means and RMBPS means were highly correlated, p = .0005. CES scores accounted for 35% of RMBPS variance.
Faculty uniformly role modeled caring for students. There was no correlation between time in the nursing program and CES scores. This represents either uniform role modeling among schools or a delayed expression of learned values by students. A longitudinal study including new graduates is recommended. Experienced faculty and bedside nurses with strong professional identities are needed in the clinical area as role models for students. Achieving a specialized degree or a high GPA are manifestations of caring about nursing, as is role modeling by faculty.
|School:||Teachers College, Columbia University|
|School Location:||United States -- New York|
|Source:||DAI-B 73/05, Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||Caring behaviors, Nursing students|
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