Relationship Between Self-Directed Learning, Grit, and Compassionate Teaching in Doctoral Nursing Education.

BACKGROUND: The capacity to be self-directed, take responsibility for one's learning, and possess grit, perseverance, and passion for long-term goals is fundamental to doctoral education. Compassionate teaching (CT) strategies may help foster these traits. PURPOSE: This study explored CT strategies, self-directedness, and grit in doctoral nursing education. METHODS: A mixed-methods design examined doctor of nursing (DNP) graduates' (N = 227) perceptions of self-directedness, grit, and CT using an online survey and interviews. RESULTS: A weak direct correlation existed between CT strategies and grit. A weak-to-moderate direct significant correlation existed between CT strategies and self-directedness. Participants were moderately self-directed with postmasters-DNP graduates being more self-directed than postbaccalaureate-DNP graduates. Qualitative results validated that CT strategies include committing time to relationship building, providing timely critical feedback while being kind, and treating students fairly. CONCLUSIONS: Faculty who embrace rigor and compassion are appreciated by students and are perceived to foster self-directedness and grit.

Exertional Heat Illness Among Secondary School Athletes: Statewide Policy Implications.

Exertional heat illness (EHI) is a leading cause of preventable death among student athletes. While causes and preventative measures for EHI are known, school districts may not be implementing evidence-based practices. This descriptive, exploratory study explored school policies, resources, and practices of coaches in a mid-Atlantic state in the prevention and identification of EHI; 397 responded. Ninety-three percent knew of EHI, but only 52% scheduled acclimatization. Coaches reporting a heat emergency plan (56%) were significantly more likely to follow other evidence-based recommendations: altering equipment ( p < .0001, odds ratio [ OR] = 2.53), monitoring environment ( p < .0001, OR = 2.56), providing acclimatization ( p < .0001, OR = 2.50), having athletic trainers at practices ( p < .0001, OR = 4.75), and believed that they could handle the emergency until EMS arrival ( p < .001, OR = 2.48). School districts should comply with evidence-based guidelines. School nurses play a key role in education, developing emergency plans and training coaches in first aid.