Changes in the cultural composition of the United States population are not reflected in the nursing workforce. The lack of diversity in nursing may be due to the unique interpersonal needs of minority nursing students remaining unmet in traditional nursing education programs, which might unintentionally lead to alienation, isolation, and lower graduation rates for minority students. The purpose of this phenomenological study was to explore interpersonal interaction experiences nursing educators have in teaching minority nursing students. Critical social theory provided the theoretical framework to explore the ways social inquiries may hinder learning and keep marginal groups from reaching their full potential. Ten nurse educators from three community colleges were interviewed using open ended questions. Data analysis was conducted using Van Manen's three step approach and NVivo 11 for thematic analysis. Five themes emerged from the data: Perceptions of the need for minority nurses, social responsibility of nurse educators, perceptions of minority students, the effectiveness of teaching minority students, and perceptions of interpersonal interaction. Participants believed there is a need for increased diversity and that minority nursing students face specific challenges, so most of the nurse educators employ techniques that they think may help minority students. Future research should include a more diverse sample of nurse educators including educators from different geographic locations across the US. The study contributes to positive social change by identifying caring and supportive interpersonal interactions and behaviors practiced by nurse educators.

Thesis (Ed.M.)--Boston University

Thesis (M.S.)--Boston University

No description available.

<p> Nurses assume preceptor responsibilities in addition to usual nursing duties and most have minimal pedagogical preparation for the role. However, preceptors influence the competence of new staff through their instruction. The development of self-efficacy is vital to patient outcomes and safety. Using Bandura's (1997) framework of self-efficacy, ten proficient preceptors participated in an action research study that included individual interviews and focus groups related to the research question: What do proficient nurse preceptors report about the development of their preceptor self-efficacy for the purpose of recommending ongoing professional development and best practices within a hospital setting? </p><p> Preceptors identified thirteen best practices for ongoing professional development within their hospital. These practices include areas of Instruction, Preceptor Support and Professionalism. The largest number of findings were within Instruction. Preceptors are the first teachers of new hires within hospitals. Effective instruction was predicated upon the existence of role support and inculcation of professionalism within the preceptor culture. </p><p> Recommendations for practice include adoption of these best practices into ongoing professional development curricula. A monthly preceptor forum, to facilitate preceptor networking and sharing, is recommended. Future research might examine teaching strategies utilized by preceptors and the timing of these strategies when engaged in precepting. A comparative study using a self-efficacy tool for assessment could be conducted to ascertain whether the preceptor forum was building self-efficacy among the preceptors in comparison to another non-participating group of preceptors.</p>

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University