Learner-Teacher Relationships and Connection

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Table of Contents

The outcomes that result from a “place of connection”
Caring and reciprocal relationships between teachers and students
An equitable teacher-student relationship
Connecting with Students While Maintaining Ethical Boundaries
My Academic and Professional Goals in the Context of the Graduate Program
References

The outcomes that result from a “place of connection”

Student-teacher communication is a crucial component of a successful teaching process. Therefore, strategies for enhancing the bond between a learner and an educator must be sought. According to Gillespie (2005), the specified notion is used to determine the opportunity that arises as a result of a bond between a teacher and a student. Thus. The latter will be exposed to the threat of dropping out to a lesser degree.

Caring and reciprocal relationships between teachers and students

Caring and reciprocity should be seen as one of the cornerstones of successful learning. While providing a student with relevant knowledge and assisting them in training their skills is also important, an emotional link between a learner and a teacher is crucial. Among the key benefits of these relationships, greater levels of motivation and engagement among learners should be mentioned (Aultman, Williams-Johnson, & Schutz, 2009). However, the identified approach may also lead to side effects such as students’ dependency on a teacher as a leader.

An equitable teacher-student relationship

Collaboration between a teacher and a student allows for improving the quality of education. However, cooperation should not be treated as a synonym to equality. Unlike the latter, which disrupts student-teacher relationships, equity implies partnership based on justice and mutual respect (Paterson, 1998). As a learner, I believe that I have experienced this kind of relationship several times when teachers set boundaries yet showed that they respected the students’ individuality.

Connecting with Students While Maintaining Ethical Boundaries

Maintaining academic integrity and keeping teacher-student relationships within ethical bounds may turn out to be a challenging task. Personally, I have witnessed the situations in which teachers used students to express their negative emotions that were unrelated to the situation. The specified phenomenon is defined as overstepping emotional boundaries (“Connecting with students while maintaining ethical boundaries,” 2014). Although the negative effects of the identified problem are not as evident as the ones of crossing a physical boundary, they also leave negative effects.

My Academic and Professional Goals in the Context of the Graduate Program

To attain success in the realm of nursing, one must pay special attention to getting the priorities straight and setting key goals. Because of the need to embrace a vast amount of information and develop the ability of lifelong learning, one must explore the chosen area of study diligently (Timmins & Kaliszer, 2002). In the framework of the graduate program, I am willing to expand my knowledge further and acquire practical skills. With the eight-year experience of VGH hospital senior care, I want to attain the specified goal by collaborating actively with other experts.

While I am going to focus on the field that I have selected, it will also be crucial to experience multidisciplinary collaboration as a future Masters of Nursing UBC graduate. Since working in a real-life setting rarely involves independent efforts and primarily implies a collaborative effort, I must learn to communicate with experts from other fields and patients as well (Garrett, 2019). In addition, active communication with seniors will help me gain insight into the issues that I am interested in, particularly, the changes in Master of Health Leadership and Policies (MHLP) as baby boomers are aging (The University of British Columbia, n.d.). Thus, new and important insights into the issue will be made.

Therefore, my current goals include determining my further course of learning, building the required range of skills, and being proactive in my studies. However, apart from the specified objectives, I will also need to consider gaining leadership skills that will allow me to become a valuable expert. Communication and leadership skills are the backbones for any job that requires fast decision-making and the ability to identify strategies for resolving problems. Once equipped with the specified qualities, I will be able to become a professional and build a successful career. As a result, I will be capable of improving my skills and gaining new knowledge on a regular basis.

References

Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher-student relationships: Struggling with “the line”. Teaching and Teacher Education 25(5), 636-646. Web.

Connecting with students while maintaining ethical boundaries. (2014). Web.

DeWolf Bosek, M. S. (2006). Chapter 4: The student role. In M.S. DeWolf Bosek & T.A. Savage (eds.), The ethical component of nurse education (pp. 67-84). Philadelphia, PA: Lippincott, Williams & Wilkins.

Garrett, B. (2019). Chapter 2: On learning theories. In P. Bradley & K. Page-Cutrara (eds.), The role of the nurse educator in Canada. Ottawa, Canada: CASN Publications.

Gillespie, M. (2005). Student-teacher connection: A place for possibility. Journal of Advanced Nursing 52(2), 211-219. Web.

Paterson, B. (1998) Partnership in nursing education: A vision or a fantasy? Nursing Outlook 46(6), 284-289. Web.

The University of British Columbia. (n.d.). Seniors care. Web.

Timmins, F., & Kaliszer, M. (2002). Aspects of nurse education programmes that frequently cause stress to nursing students – Fact-finding sample survey. Nurse Education Today, 22(3), 203–211, Web.

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