Associate Professor (Dr White), Adjunct Professor (Dr Ruth-Sahd), and Professor (Dr Slota), School of Nursing, Georgetown University, Washington, District of Columbia.
Nurse Educ. 2024;49(1):13-18. doi: 10.1097/NNE.0000000000001470. Epub 2023 Jun 22.
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.
This study explored CT strategies, self-directedness, and grit in doctoral nursing education.
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.
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.
Faculty who embrace rigor and compassion are appreciated by students and are perceived to foster self-directedness and grit.
自我指导、对学习负责、拥有毅力、坚持不懈和对长期目标的热情是博士教育的基础。富有同情心的教学（CT）策略可能有助于培养这些特质。
本研究探讨了博士护理教育中的 CT 策略、自我指导和毅力。
采用混合方法设计，使用在线调查和访谈调查了 227 名护理博士（DNP）毕业生对自我指导、毅力和 CT 的看法。
CT 策略与毅力之间存在微弱的直接相关性。CT 策略与自我指导之间存在弱到中等的直接显著相关性。参与者具有中等程度的自我指导能力，后硕士-DNP 毕业生比后学士-DNP 毕业生更具自我指导能力。定性结果验证了 CT 策略包括投入时间建立关系、在友善的同时提供及时的关键反馈以及公平对待学生。
学生欣赏那些既严格又富有同情心的教师，并认为他们能够培养自我指导和毅力。
