ادراکات دانشجویان پرستاری از قابلیت های اساتید
ترجمه نشده

ادراکات دانشجویان پرستاری از قابلیت های اساتید

عنوان فارسی مقاله: ادراکات دانشجویان پرستاری از قابلیت های اساتید: تحلیل موضوعی یک مطالعه طولی
عنوان انگلیسی مقاله: Nursing students' perceptions of faculty trustworthiness: Thematic analysis of a longitudinal study
مجله/کنفرانس: آموزش پرستاری امروزی - Nurse Education Today
رشته های تحصیلی مرتبط: پزشکی، علوم تربیتی
گرایش های تحصیلی مرتبط: پرستاری، مدیریت و برنامه ریزی آموزشی
کلمات کلیدی فارسی: گروه های کانونی، مطالعه طولی، روابط دانشجویان-اساتید پرستاری، اعتماد درک شده، تجزیه و تحلیل موضوعی، اعتماد
کلمات کلیدی انگلیسی: focus groups، longitudinal study، nursing student-faculty relationships، perceived trustworthiness، thematic analysis، trust
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: MedLine - Scopus - Master Journal List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.nedt.2018.10.008
دانشگاه: WellStar School of Nursing, Kennesaw State University, 520 Parliament Garden Way, Kennesaw, GA 30144, United States
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 1/986 در سال 2017
شاخص H_index: 60 در سال 2019
شاخص SJR: 1/154 در سال 2017
شناسه ISSN: 0260-6917
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 23
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
کد محصول: E11035
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Methods


3- Findings


4- Discussion


5- Conclusion


References

نمونه متن انگلیسی مقاله

Introduction


“The relationship between educators and nursing students is considered to be one of the most important factors in the learning outcomes of students” (Chan et al., 2017, p. 110). Higher education student-faculty trust and its related characteristics have been associated with student success (e.g., Applebaum, 1995). However, surprisingly few studies can be found in the global nursing research literature that examine trust in the context of the nursing student-faculty relationship. In order to realize the benefits of nursing student trust in faculty, the antecedents of perceived faculty trustworthiness need to be present.


Background


More studies can be found in the higher education literature that examine non-nursing student trust in faculty than those that examine nursing student trust in faculty. Higher level educators who are perceived as competent, charismatic, caring, intellectually stimulating instructors who use humor appropriately and create positive classroom experiences are perceived by students as trustworthy (Bolkan & Goodboy, 2009; Houser et al., 2007; Katz, 2014; Schrodt, 2013; Schrodt et al., 2009; Thweatt & McCroskey, 1998). Higher education faculty who communicate quality information clearly in ways that students understand are perceived by students as trustworthy (Arnett et al., 2003; Schrodt et al., 2006). Those who are responsive and supportive and develop relationships with students are also perceived as trustworthy (Kale, 2013; Schrodt et al., 2009; Thweatt & McCroskey, 1998). When higher level educators are perceived as ineffective instructors who create negative Running head: PERCEIVED FACULTY TRUSTWORTHINESS classroom experiences or are perceived as opportunistic, students’ trust in them decreases (Arenett et al., 2003; Bolkan & Goodboy, 2009). The few research articles that examined trust in the nursing student-faculty relationship addressed the impact that nursing student trust (or mistrust) in faculty had on students (e.g., McNish, 2003; Scarbrough, 2013. No known studies exist that explored faculty characterstics and behaviors that led nursing students to trust them. What is known about trust research in general and how might findings be applied to nursing student-faculty trust research? Trust can be defined as “[a trustor’s] willingness to rely on a [trustee’s] actions in a situation involving the risk of opportunism” (Williams, 2001, p. 378). There are two main antecedents to trust: (1) perceived trustworthiness – perception of whether a trustee manifests characteristics and behaviors which indicate that the trustee will likely act in the trustor’s interests in a situation entailing risk, and (2) propensity to trust – the tendency to trust or distrust others in general (e.g., Bews and Rossouw, 2002; Rotter, 1967; Yamagishi, 2001).

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