Theory for Spiritual Care in Nursing Practice Discussion.

Running head: TYPE SHORT TITLE IN ALL CAPS Title in Upper and Lower Case Your Name Miami Regional University Course Number: Course Name Term Month and Year 1 TYPE SHORT TITLE IN ALL CAPS 2 Title of your Paper in Upper and Lower Case (Centered, not Bold) Type your introduction here and remove the instructions. Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. Refer to your assignment guidelines for the headings to be used for the body of the paper. See the APA file in Course Resources for additional writing resources such as the APA Annotated Paper and the Chamberlain Guidelines for Writing Professional Papers. Level One Paper Heading (Bold and centered) Begin to type the body of your paper here. Use as many paragraphs as needed to cover the content appropriately. Level Two Heading (If required) (Bold and starts at left margin) Type additional content here if a section with a subheading is needed. Next Level Two Heading Continue to add support for your purpose. Next Level 1 Heading Levels of headings will depend on the length and organization of your paper. Use as many headings as necessary to organize your paper. Short papers may only have first-level headings. Longer papers may require more organizational detail.

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See your APA Manual for additional instructions on formatting multiple levels of headings. Conclusion Papers should end with a conclusion or summary. The assignment directions will specify which is required. It should be concise and contain little or no detail. No matter how much space remains on the page, the references always start on a separate page (insert a page break after the conclusion so that the references will start on a new page). TYPE SHORT TITLE IN ALL CAPS References (centered bold) Type your references in alphabetical order here using hanging indents. See your APA Manual and the resources in your APA folder in Course Resources for reference formatting. 3 What is a Literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research. A good literature review does not just summarize sources – it analyzes, synthesizes, and critically evaluates to give a clear picture of the state of knowledge on the subject. Why literature review? It establishes familiarity with the current state of knowledge on the topic of interest. It ensures that the research proposed is not just a repetition of what others have already done. It identifies gaps in knowledge and unresolved problems that the research may address. It assists with development of a theoretical framework and research methodology. It provides an overview of the key findings and debates on the topic.

The literature review shows the research consumers how the proposed research relates to existing research and what new insights it will contribute. REVIEW OF THE LITERATURE The research on the effects of service learning on student learning, community consciousness and moral and civic development has been articulated in the literature (Astin & Sax, 1998; Driscoll, 2000). The implementation of service learning has also been widely researched and documented. However, a void appears in the research pertaining to faculty motivation to use service learning in higher education, satisfaction with student leaming, and the rewards and barriers to the use of service learning, especially for nursing faculty. Information on the needs of nursing faculty to implement service learning in their classrooms, as well as the reasons for the use of service learning is anecdotal at best. Examples arise from reports from nursing faculty who have used service-learning pedagogy in their classrooms who then describe their challenges and successes in the literature. Despite an exhaustive search in databases such as Elton B.

Stephen Company (EBSCO) Academic Search Premier, Dissertation Abstracts, and the Cumulative Index to Nursing and 18 Allied Health Literature (CINAHL), limited empirical research on nursing faculty use of service learning, particularly their motivation to use this pedagogy, was found. The literature review was reported in four sections: (a) research on motivational factors that influence faculty use ofnew and innovative pedagogy, (b) research on faculty motivation to use service learning, (c) applications of the theory of planned behavior to research on faculty use ofpedagogy, and (d) an analysis and critique of the research, and the potential contribution this study may make to the empirical research on service learning and the theory ofplanned behavior. Research on Faculty Motivation Four recent studies were related to faculty motivation and the influence of institutional support for faculty who use alterative pedagogy in higher education. Overall, the results indicated that the support of administration as well as a willingness to use different teaching approaches are important influences on faculty decisions to use creative pedagogy. Euster and Weinbach (1994) and Pribbenow (2002) investigated the influence of the complexity ofthe faculty role that has evolved over the past two decades on choices of pedagogy. Boyer (1990) discussed the gradual paradigm shift in higher education moving away from an emphasis on teaching and service, toward scholarship and publication. This concept has appeared in the literature from the perspective of faculty motivation to use new or creative pedagogy. The studies reviewed in this section are summarized in Table 1. Euster and Weinbach (1994) examined the role of faculty rewards for community service activities. In this replication study of research conducted in 1981 and 1983, the researchers surveyed 115 deans, directors, and faculty in social work programs in the United States, with a response rate of 80%.

The statistical analysis entailed a comparison of t-tests between the earlier research and the current study. The researchers reported that 47% of the faculty stated that the most valued activity was publication, while in the earlier 19 studies they had reported that teaching had been most valued. However, there was no change in the value placed on service over the span of 13 years.

1 Table 1 Studies ofInstitutional Support and Faculty Motivation to Use Alternative Pedagog Author (Date) Dee, Henkin, & Pell (2002) Focus Methodology Teacher motivation and institutional support for innovative pedagogy Faculty Survey; Statistical analysis (tEuster & Weinbach (1994) rewards for community tests) service activities Hawks (1999) Perceptions of nursing faculty on organizational culture and empowering teaching strategies Impact of innovative pedagogy on faculty work Survey of Deans and Directors of Social Work program; t-tests Questionnaires; multiple regression analysis Pribbenow (2002) Grounded Theory, Qualitative method (guided interviews; theme analysis 20 Pribbenow (2002) conducted a qualitative study exploring the impact of innovative pedagogy on faculty work. Using a grounded theory approach, the researcher interviewed 35 faculty members at one institution.

Six major themes on the use of innovative pedagogy emerged: more meaningful engagement with teaching, a deeper connection with students, enhanced knowledge of student leaming processes, increased use of constructivist pedagogy, improved communication, and a greater involvement with the community.

Pribbenow (2002) also reported increased complexity oftheir faculty role and the need for an expanded view of opportunities for scholarly work. Two studies (Dee, Henkin, & Pell, 2002; Hawks, 1999) addressed institutional influences on pedagogical choices. Hawks (1999) studied the perceptions of nursing faculty concerning the organizational culture in their schools of nursing, what empowering teaching behaviors were used, and if a relationship existed between perceptions of organizational culture and use of empowering teaching strategies. A survey was created to measure faculty perception ofthe organizational culture, and selfreported use of empowering teaching behaviors defined as activities such as group analysis of problems, mentoring, and expanded role relationships. Five hundred sixtyeight questionnaires were mailed to faculty with a 49.5% response rate. Participants were primarily women with an average age of 48 years, not tenured, PhD level preparation, and an average of 16 years experience.

Less than 50% of the faculty reported using empowering pedagogy. A multiple regression analysis indicated that the perception of the culture of the organization was not a statistically significant variable, yet their perceptions were moderately positive toward clients (M = 3.52, SD = .82), the impact of the mission (M = 3.43, SD = .59), and managerial maturity (M = 3.4, SD = .62). Hawks (1999) concluded that a client focused, stable organization with a strong mission was important to ensure the use of empowering pedagogy. 21 In 2002, Dee, Henkin, and Pell studied teacher motivation, commitment, and involvement in change related activities, by analyzing their perceptions of school support for innovation and creative functions. Surveys were sent to 517 full time teachers at large urban southeastern schools in the United States schools with predominantly African American and Hispanic populations. Theory for Spiritual Care in Nursing Practice Discussion.

A total of 57.1 % completed the Siegel Scale of Support for Innovation Instrument, an instrument with an intemal consistency of .86 .94. Data analysis (t-tests, correlation, and regression analyses) indicated that there was not a statistically significant difference by gender, but teachers who perceived support for innovation had clear responsibilities, good communication with colleagues, and were more willing to use innovative pedagogy, R2 .561, F(18) = 73.93, p =
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