Student-faculty trust and student success in pre-licensure baccalaureate nurse education

JE Scarbrough - Nurse Education Today, 2013 - Elsevier
JE Scarbrough
Nurse Education Today, 2013•Elsevier
Objective Nurse educators need an enhanced understanding of factors contributing to
nursing student success to decrease attrition and increase retention. Improved
understanding of factors related to successful nurse preparation could improve educational
processes and facilitate student success, thereby addressing the worldwide nursing
shortage as well as increasing the competence and expertise of new graduates. Student-
faculty trust and related characteristics have been identified as factors associated with …
Objective
Nurse educators need an enhanced understanding of factors contributing to nursing student success to decrease attrition and increase retention. Improved understanding of factors related to successful nurse preparation could improve educational processes and facilitate student success, thereby addressing the worldwide nursing shortage as well as increasing the competence and expertise of new graduates.
Student-faculty trust and related characteristics have been identified as factors associated with student success (Applebaum, 1995). Research investigating trust in communications and education has been conducted with students in other disciplines but not with nursing students. This research investigated the complex relationships between students' trust in faculty, the students' mood states, and students' educational performance and outcomes.
Method
The study utilized a quantitative, cross-sectional, descriptive, and correlational design. Student volunteers were recruited from a baccalaureate nursing education program located in the southwest United States. Participants completed three instruments: the Health Sciences Reasoning Test (HSRT), Profile of Mood States (POMS), and Interpersonal Trust Scale (ITS). The resulting scores were compared and contrasted along with selected demographic variables.
Results
The study identified a significant relationship between total mood disturbance and interpersonal trust. The trends in the POMS subscales of Anger and Confusion are of particular interest, as the two factors strongly influenced shifts in Total Mood Disturbance. As students progressed through the nursing program, experiences of Anger and Confusion increased with each progressive semester and were accompanied by corresponding decreases in trust.
Conclusions
The results complement established findings relating mood and cognitive function. Alterations in the student's level of trust potentially could share relationships with cognition and critical thinking, although perhaps not in a direct and linear fashion.
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