White KA, Ruth-Sahd LA, Slota P. Relationship Between Self-Directed Learning, Grit, and Compassionate Teaching in Doctoral Nursing Education.
Nurse Educ 2024;
49:13-18. [PMID:
37348140 DOI:
10.1097/nne.0000000000001470]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/24/2023]
Abstract
BACKGROUND
The capacity to be self-directed, take responsibility for one's learning, and possess grit, perseverance, and passion for long-term goals is fundamental to doctoral education. Compassionate teaching (CT) strategies may help foster these traits.
PURPOSE
This study explored CT strategies, self-directedness, and grit in doctoral nursing education.
METHODS
A mixed-methods design examined doctor of nursing (DNP) graduates' (N = 227) perceptions of self-directedness, grit, and CT using an online survey and interviews.
RESULTS
A weak direct correlation existed between CT strategies and grit. A weak-to-moderate direct significant correlation existed between CT strategies and self-directedness. Participants were moderately self-directed with postmasters-DNP graduates being more self-directed than postbaccalaureate-DNP graduates. Qualitative results validated that CT strategies include committing time to relationship building, providing timely critical feedback while being kind, and treating students fairly.
CONCLUSIONS
Faculty who embrace rigor and compassion are appreciated by students and are perceived to foster self-directedness and grit.
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