Student-faculty relationships and its impact on academic outcomes

Ingraham, Kenchera; Davidson, Sandra; Yonge, Olive

doi:10.1016/j.nedt.2018.08.021

Cited by 61 publications

(54 citation statements)

References 20 publications

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“…Simple classroom practices that help faculty bond with students in a "personable and empathic manner" (Cuseo, 2018, p. 93) include the following: learning students' names and using them, timely and constructive assignment feedback (Kim & Sax, 2014), and appropriate faculty disclosures about their own experiences (Cuseo, 2018). These suggestions, and authentic faculty engagement and support of students, are critical to students' academic success in all disciplines (Ingraham, Davidson, & Yonge, 2018). Success markers for students that can be influenced by positive interactions with faculty include greater academic life satisfaction, lower dropout rates, improved group communication skills, and greater intellectual and personal development (Komarraju, Musulkin, & Bhattacharya, 2010).…”

Section: Interactions Inside the Classroom Influence Student Achievementmentioning

confidence: 99%

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

et al. 2020

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Student-faculty (S-F) interactions that are conducive to students’ learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. The aim of the study was to explore students’ perceptions of their interactions with faculty, and the subjective impact of these interactions on students’ academic and personal life. We analyzed qualitative data from a larger study with the goal of providing best practice models to support students experiencing displacement and food insecurity. Through purposive sampling techniques, 53 students from a diverse public university were recruited. Recruitment strategies focused on students who were likely to be facing academic, personal, and/or financial challenges that may affect their academic performance. Students were interviewed three to four times over a four to six-month period, using semi-structured interview guides. Our multidisciplinary team analyzed data thematically in team-based coding sessions using an online software. We identified four themes for faculty practices: (1) Creating Pedagogical Space, (2) Being Inclusive and Aware, (3) Being Engaged and Engaging Students, (4) Doing More Than Teaching. Based on students’ perspectives, these practices lead to supportive and responsive S-F relationships that facilitate learning and success. The findings have implications related to how faculty can encourage caring S-F relationships and create conducive learning environments where students can thrive, especially during times of crisis.

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Section: Interactions Inside the Classroom Influence Student Achievementmentioning

confidence: 99%

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

et al. 2020

View full text Add to dashboard Cite

show abstract

“…For example, a literature review examining the critical role faculty play in promoting student success found that positive faculty‐student connections in supportive environments increased student satisfaction with learning 22,23 . Another comprehensive literature review that sought to synthesize the knowledge attained about determinants of student‐faculty relationships and its impact on student outcomes, found that “faculty support and caring” were 2 of 4 themes considered to be facilitators to students' success in online nursing programs 24,25 . Mott 25 explained that having a supportive environment means faculty are accessible, approachable, and caring, and further cited that the fusion of these three concepts within education may offer a road map for helping students achieve their academic goals.…”

Section: Responding To the Rn‐to‐bsn Students Unique Needsmentioning

confidence: 99%

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

Haggard‐Duff

Bogulski²,

Rainey

et al. 2020

Nurs Forum

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Background Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN‐BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that nontraditional students facing these types of challenges benefit from programs that give strong sense of faculty connection and orient students to coursework by providing clear information. Purpose The purpose of this project was to see if conducting one‐on‐one, script‐guided orientation phone calls with individual students provided valuable programmatic information and established a sense of connection to faculty. Methods Six RN‐to‐BSN faculty conducted a combined 108 orientation telephone calls to individual, newly enrolled online RN‐to‐BSN students. The purpose of the orientation was to introduce general program expectations required to successfully complete courses, and provide students with a sense of connectedness with faculty. Faculty developed and distributed a survey (3, 6‐point Likert scale response items and 2 open‐ended questions) to understand the degree to which RN‐to‐BSN students valued the orientation phone call. Results Ninety‐four percent (n = 101) of participating students agreed that the RN‐BSN program orientation phone call resulted in feeling a “sense of connectedness” with the online program faculty member. Additionally, 95% (n = 102) agreed that the orientation phone call provided them with the necessary information to support success in their first course within an RN‐BSN online program. Conclusion One‐on‐one orientation telephone calls provided valuable program overview information and the personal conversational format conveyed to remote students faculty availability and an enhanced sense of connectedness.

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“…Students felt the caring and kindness at a time of increased vulnerability. Ingraham et al [38] found proactive faculty support and caring behaviors builds authentic relationships with students, leading to academic student success. An important outcome of this stressful period was that swift, frequent, and direct communication and individual intensive caring for students was essential and will continue.…”

Section: Implications For Nursing Educationmentioning

confidence: 99%

Nursing education during a pandemic: Perspectives of students and faculty

Levitt

Goulet

Murphy

et al. 2020

JNEP

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Purpose: Nurses working on the frontlines of the COVID-19 pandemic have experienced a combination of physical, psychological, logistical, professional, and personal challenges. Those nurses enrolled in baccalaureate and graduate nursing degree programs were affected significantly in their ability to remain focused on meeting course expectations while contending with pandemic-induced challenges. Nursing faculty in a public state-based university school of nursing in upstate New York responded by developing initiatives to support students and foster their success.Results: Supported by unsolicited anecdotal reports, this article describes the experiences and perspectives of nurses in clinical roles working in a pandemic epicenter, while simultaneously completing nursing degree programs. Students were confronted by professional and personal stressors that challenged their ability to manage multiple responsibilities. Faculty supported students with intensive caring and communication, and by selective strategic policy and pedagogical adaptations, while adhering to and preserving program integrity and standards. These four distinct efforts supported student retention and success, and created opportunities for faculty dialogue, assessment, and reflection upon the nature of the changes and plans for future implementation. Self-care was identified as an important coping strategy for both students and faculty.Conclusions: Faculty believe the four-pronged approach enabled students to succeed in their programs of study and feel supported as individuals and professionals. Despite the continuing global health crisis, there have been numerous positive outcomes and lessons learned by both students and faculty while learning and teaching during the pandemic, with implications for future curricular and pedagogical approaches.

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Student-faculty relationships and its impact on academic outcomes

Cited by 61 publications

References 20 publications

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

Avoiding bad connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program

Nursing education during a pandemic: Perspectives of students and faculty

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