Exploration of patterns of teacher-student interactions in two nursing curriculum models

Smith, Ann Louise
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In response to social mandate, an evolving health care delivery system, changes in regulatory agencies and an information explosion, nursing education is in the midst of a curriculum revolution. A frequent form of that revolution is transition from a traditional Tyler-type curriculum model to a Humanistic-educative one. This transition is complicated by a limited research-based understanding of components of a Humanistic-educative curriculum, specifically learning typology, learner maturity, learning experiences, and teacher-student interactions. This study used a mixed research method approach to explore patterns of teacher-student interactions as reported by baccalaureate nursing students enrolled in an introductory nursing course in both a traditional Tyler-type curriculum and a Humanistic-educative curriculum. Three groups of students at three state supported universities in the Southwestern United States were studied. Two of the groups were in a Tyler-type curriculum, while the third was in a Humanistic-educative one. Descriptive and inferential statistical analysis evolved patterns in students' selection of Murray's (1989) Criteria for Teacher-Student Interactions, while Grounded Theory analysis of students' narrative stories evolved a conceptual framework related to teacher-student interactions in each curriculum type. Students in all three groups expected and experienced faculty expertise, however the meaning of faculty expertise varied with the curriculum model. Teacher-student interactions separated into caring and non-caring interactions in both curriculum models, however disparity in associated outcomes provided insight into both the benefits and cautions related to the respective curriculum models. Substantive recommendations for both nursing education and further research are suggested

Curricula, Teaching, Nursing curriculum, College students, Interpersonal communication