Role overload theory as a framework for nurse educators to optimize graduate students’ learning environment

Susan Yarbrough, Barbara Haas, Sally Northam, Gloria Duke, K. Lynn Wieck

Abstract


The challenges for students enrolled in graduate nursing programs arise from the push-pull of daily life.  It involves being pushed toward discovery while simultaneously being pulled away by the multitude of distractions linked with existing roles and responsibilities.  Using Role Overload Theory, this article discusses the faculty’s role in helping graduate students optimize their educational experience.  Practical solutions and nurse educator insights illustrate ways to help students succeed, graduate, and contribute to a positive future for nursing.

Full Text:

PDF


DOI: https://doi.org/10.5430/jnep.v6n12p105

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

Copyright © Sciedu Press 
To make sure that you can receive messages from us, please add the 'Sciedupress.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.