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Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation

  • Sharon L Colley EMAIL logo
Published/Copyright: January 10, 2019

Abstract

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.

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Received: 2018-08-21
Revised: 2018-11-29
Accepted: 2018-12-09
Published Online: 2019-01-10

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation
  2. Coping and Pre-Licensure Registered Nursing Students: An Integrative Literature Review
  3. Clinical Reasoning: A State of the Science Report
  4. Teaching Diagnostic Reasoning: A Review of Evidence-Based Interventions
  5. Integrating Population Health Content into FNP Program Curriculum
  6. Student Preparation for Nursing Leadership: Lessons from an Undergraduate Programs Review
  7. Grade Incentive to Boost Course Evaluation Response Rates
  8. A Radical RN- BS Nursing Class: Outcomes from an Integrative Yoga Elective
  9. Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study
  10. Ways of Knowing as a Framework for Developing Reflective Practice among Nursing Students
  11. Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study
  12. Analysis of the Empathic Concern Subscale of the Emotional Response Questionnaire in a Study Evaluating the Impact of a 3D Cultural Simulation
  13. Reflections on Nursing Educational Advancement Within Diverse and Evolving National Cultural Contexts
  14. Exploring Self-Perceptions of Anxiety among Nursing Students in the Clinical Setting and Select Demographics
  15. Predictors of Success in BSN Students
  16. Mentoring as a Knowledge Translation Intervention for Implementing Nursing Practice Guidelines: A Qualitative Study
  17. The State of Knowledge Regarding the Use of Simulation in Pre-Licensure Nursing Education: A Mixed Methods Systematic Review
  18. Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program
  19. Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS) Into Clinical Practice: A Phenomenological Study
  20. Voices from the Field: Regional Nurses Speak About Motivations, Careers and How to Entice Others to Pursue Mental Health Nursing
  21. Violence against Nursing Students in the Workplace: An Iranian Experience
  22. How to Prepare Interprofessional Teams in Two Weeks: An Innovative Education Program Nested in Telehealth
  23. Graduate Students’ Experiences: Developing Self-efficacy
  24. Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report
  25. Perceived Stress Mediates the Associations between Sleep Quality and Symptoms of Anxiety and Depression among College Nursing Students
  26. Status of Violence in a Selected Faculty: The Students’ Experience
  27. Building A High Quality Oncology Nursing Workforce Through Lifelong Learning: The De Souza Model
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