Nursing faculty perceptions of student faculty interactions

Dari K. Calamia, Susan B. Prude, Rhonda K. Pecoraro, Eileen L. Creel


Objective: Student-faculty interaction outside the classroom in higher education is a well-studied phenomenon and is linked directly to office hours. Research has shown the significance of these interactions on student success; however, underuse of office hours remains a problem. Historical research has examined perceptions of students while fewer address faculty. There is limited investigation into nursing, where students must be successful on high stakes NCLEX testing after graduation. This study investigated nursing faculty perceptions of student-faculty interaction outside the classroom in relation to office hours.

Methods: A qualitative design elicited responses from full time nursing faculty at one university school of nursing in the southeastern United States. Ten participants were interviewed using a semi-structured script. Data analysis revealed nursing faculty perceptions in relation to office hours.

Results: The following themes emerged in relation to office hours and nursing faculty perceptions: (a) “At any point my door is always open”, (b) “I like having that flexibility, it does help”, and (c) “I’m basically 24/7. I really am”. Technology was embedded throughout the themes. Some limitations existed, such as reflexivity of the researchers, small sample size, and final sample bias.

Conclusions: Findings from the study can guide policies in higher education, specifically the way office hour mandates are implemented. Increasing student-faculty interaction outside the classroom is a worthwhile goal that is important in schools of nursing where success on high stakes NCLEX testing reflects the integrity of the school.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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