Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Whitney Webb
Second Advisor
Macey Edmondson
Third Advisor
Katie Busby
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Faculty-student interactions play a critical role in shaping the academic experiences and success of nursing students, particularly within rigorous associate degree nursing programs. However, the literature search has revealed limited research exploring how nursing students perceive faculty caring behaviors within face-to-face learning environments at community colleges. The purpose of this Dissertation-in-Practice (DiP) was to explore associate degree nursing students’ perceptions of faculty caring behaviors at one community college located in the southeastern United States. This project was guided by caring-centered theoretical perspectives that emphasize the importance of relational engagement, respect, empathy, and support in promoting student development and academic success. A quantitative descriptive survey design with open-ended qualitative items is proposed to gather student perspectives on faculty caring behaviors in the classroom, laboratory, simulation, and clinical settings. Data will be analyzed using descriptive statistics to identify trends in student perceptions, while qualitative responses will be examined through thematic analysis. The assessment findings are intended to inform faculty development initiatives, support reflective teaching, and contribute to program-level efforts to strengthen inclusive and supportive learning environments. This project is intended to provide insight that may guide evidence-based improvements in instructional practice and leadership within nursing education.
Recommended Citation
McNair, Tawanda Monique, "Associate Degree Nursing Students' Perceptions of Faculty Caring Behaviors" (2026). Electronic Theses and Dissertations. 8849.
https://egrove.olemiss.edu/etd/8849