Other Titles
Setting the Standard for Caring Behaviors in Online Education [Poster Title]
Abstract
The shift to online nursing education, driven by the COVID-19 pandemic, has underscored new challenges in fostering caring interactions, a core component of effective nursing pedagogy. While research highlights the importance of perceived caring behaviors by faculty for positive student outcomes, tools for standardizing and assessing these behaviors in virtual settings remain limited. Findings point to the need for resources, training, and assessment tools specifically designed for online teaching. This study will explore nursing faculty perspectives on essential caring behaviors in online environments, aiming to bridge this gap and enhance the student experience in online nursing education.
Using a descriptive, non-experimental, cross-sectional design, this study will conduct an online survey with nursing faculty teaching in virtual formats to assess key caring behaviors and identify faculty priorities for these behaviors. The researchers hypothesize that the findings will help clarify how faculty define and prioritize caring interactions in online settings, offering valuable insights into the unique aspects of delivering compassionate, student-centered care in virtual classrooms.
The implications for nursing education are considerable. Grounded in Watson's Theory of Human Caring, the proposed rubric has the potential to foster consistent, compassionate interactions in digital education, positively impacting student engagement, satisfaction, and academic success. Research shows that faculty caring behaviors can enhance students' sense of belonging, motivation, and retention in online nursing programs, ultimately supporting their professional growth and readiness for clinical practice.
For nursing faculty, a standardized rubric for evaluating caring behaviors will provide a clear framework to support expectations, improve job satisfaction, and increase confidence and preparedness in online teaching. The rubric is not only a valuable tool for professional development but may also enhance retention by reinforcing the core values of nursing within digital education. This research lays the groundwork for a standardized approach to caring behaviors in virtual nursing education, benefiting both students and faculty. Future research will focus on validating this rubric to ensure alignment with the profession’s foundational values of empathy and compassion in online education.
Notes
References:
Jones, K., Polyakova-Norwood, V., Raynor, P., & Tavakoli, A. (2022). Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Education Today, 112, 105328. https://doi.org/10.1016/j.nedt.2022.105328
Jones, K., Raynor, P., & Polyakova-Norwood, V. (2020). Faculty caring behaviors in online nursing education: an integrative review. Distance Education, 41(4), 559–581. https://doi.org/10.1080/01587919.2020.1821601
Sitzman, K. (2016). Mindful communication for caring online. ANS. Advances in Nursing Science, 39(1), 38–47. https://doi.org/10.1097/ANS.0000000000000102
Sitzman, K. L. (2016). What student cues prompt online instructors to offer caring interventions? Nursing Education Perspectives, 37(2), 61–71. https://doi.org/10.5480/14-1542
Sitzman K. (2010). Student-preferred caring behaviors for online nursing education. Nursing Education Perspectives, 31(3), 171–178.
Sitzman, K. & Leners., D. W. (2006). Student perceptions of caring in online baccalaureate education. Nursing Education Perspectives, 27(5), 254-259.
Watson, J. (2016). Caring in the digital world: A guide for caring when interacting, teaching, and learning in cyberspace. Springer.
Sigma Membership
Beta Delta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Other
Keywords:
Faculty Development, Instrument and Tool Development, Teaching and Learning Strategies, Nursing Education, Online Nursing Education, Caring Behaviors
Recommended Citation
Fisher-Cunningham, Katy; Wright, Vanessa; and Buckner, Sheryl, "Defining Caring Behaviors in Online Nursing Education: A Faculty Perspective" (2025). International Nursing Research Congress (INRC). 171.
https://www.sigmarepository.org/inrc/2025/posters_2025/171
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Defining Caring Behaviors in Online Nursing Education: A Faculty Perspective
Seattle, Washington, USA
The shift to online nursing education, driven by the COVID-19 pandemic, has underscored new challenges in fostering caring interactions, a core component of effective nursing pedagogy. While research highlights the importance of perceived caring behaviors by faculty for positive student outcomes, tools for standardizing and assessing these behaviors in virtual settings remain limited. Findings point to the need for resources, training, and assessment tools specifically designed for online teaching. This study will explore nursing faculty perspectives on essential caring behaviors in online environments, aiming to bridge this gap and enhance the student experience in online nursing education.
Using a descriptive, non-experimental, cross-sectional design, this study will conduct an online survey with nursing faculty teaching in virtual formats to assess key caring behaviors and identify faculty priorities for these behaviors. The researchers hypothesize that the findings will help clarify how faculty define and prioritize caring interactions in online settings, offering valuable insights into the unique aspects of delivering compassionate, student-centered care in virtual classrooms.
The implications for nursing education are considerable. Grounded in Watson's Theory of Human Caring, the proposed rubric has the potential to foster consistent, compassionate interactions in digital education, positively impacting student engagement, satisfaction, and academic success. Research shows that faculty caring behaviors can enhance students' sense of belonging, motivation, and retention in online nursing programs, ultimately supporting their professional growth and readiness for clinical practice.
For nursing faculty, a standardized rubric for evaluating caring behaviors will provide a clear framework to support expectations, improve job satisfaction, and increase confidence and preparedness in online teaching. The rubric is not only a valuable tool for professional development but may also enhance retention by reinforcing the core values of nursing within digital education. This research lays the groundwork for a standardized approach to caring behaviors in virtual nursing education, benefiting both students and faculty. Future research will focus on validating this rubric to ensure alignment with the profession’s foundational values of empathy and compassion in online education.
Description
This study will assess nursing faculty perceptions of caring behaviors in online environments, addressing the need for standardized evaluations that support empathetic online teaching. The findings will inform the development of a caring behavior rubric for online nursing education.