The student-faculty relationship is critical and essential to maintain in the nursing fraternity to produce highly skilled and knowledgeable nursing professionals. Both nurse faculty and students must mutually understand each one’s needs and problems to benefit from the entire teaching/training program. As a nurse faculty member, I need to ensure that the quality of training and teaching are at par ensuring global standards of quality care. Many students may find the curriculum challenging and complex which may either lead to them obtaining low scores or failing in the semester. It is empirical to interact with such students on a regular basis. Special attention is to be given to their needs to motivate and encourage them in areas that might be difficult or complex for them. Knowledge sharing and group discussions would help failing students (Gaberson, Oermann, & Shellenbarger 2015). In cases of student misconduct or academic dishonesty, I would ensure that stringent rules are applied for defaulters. Complete expulsion of the student in case of academic dishonesty or permanent exclusion from nursing practice for student misconduct would ensure that students prevent themselves from performing such acts. Monthly programs would be organized to motivate and encourage students to be just and complete their examination in the right mindset and motive (Billings & Halstead 2012). I have zero tolerance towards honour code violations since it reflects on the disinterest and lack of motivation among students. However, substance abuse can be caused due to multiple reasons for which psychological and deaddiction programs are helpful. Students with substance abuse issues require special attention.
Based on my personal experience and analysis by answering these questions, I firmly believe that the faculty-student relationship should be well-balanced. Students should be motivated and encouraged to learn new things while faculty members should support knowledge sharing among their students (Gaberson, Oermann, & Shellenbarger 2015).
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.).
St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in
nursing. New York: Springer Pub.
