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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation
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| Zeitschriftentitel: | International Journal of Nursing Education Scholarship |
|---|---|
| Personen und Körperschaften: | |
| In: | International Journal of Nursing Education Scholarship, 15, 2019, 1 |
| Format: | E-Article |
| Sprache: | Unbestimmt |
| veröffentlicht: |
Walter de Gruyter GmbH
|
| Schlagwörter: |
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Colley, Sharon L Colley, Sharon L |
|---|---|
| author |
Colley, Sharon L |
| spellingShingle |
Colley, Sharon L International Journal of Nursing Education Scholarship Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation Education General Nursing |
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colley, sharon l |
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Colley, Sharon L 1548-923X Walter de Gruyter GmbH Education General Nursing http://dx.doi.org/10.1515/ijnes-2018-0056 <jats:title>Abstract</jats:title><jats:p>The nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts’ learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.</jats:p> Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation International Journal of Nursing Education Scholarship |
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| title |
Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
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voices of quiet students: introverted nursing students’ perceptions of educational experiences and leadership preparation |
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Education General Nursing |
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http://dx.doi.org/10.1515/ijnes-2018-0056 |
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2019 |
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<jats:title>Abstract</jats:title><jats:p>The nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts’ learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.</jats:p> |
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| description | <jats:title>Abstract</jats:title><jats:p>The nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts’ learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.</jats:p> |
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| spelling | Colley, Sharon L 1548-923X Walter de Gruyter GmbH Education General Nursing http://dx.doi.org/10.1515/ijnes-2018-0056 <jats:title>Abstract</jats:title><jats:p>The nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts’ learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.</jats:p> Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation International Journal of Nursing Education Scholarship |
| spellingShingle | Colley, Sharon L, International Journal of Nursing Education Scholarship, Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation, Education, General Nursing |
| title | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| title_full | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| title_fullStr | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| title_full_unstemmed | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| title_short | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| title_sort | voices of quiet students: introverted nursing students’ perceptions of educational experiences and leadership preparation |
| title_unstemmed | Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation |
| topic | Education, General Nursing |
| url | http://dx.doi.org/10.1515/ijnes-2018-0056 |