Our study, however, contradicts these findings, as both Latino and African American groups most frequently mentioned aspects of teachers' academic support as evidence of caring behavior.
Latino students in our study were less likely than the other groups to identify teachers taking a personal interest in students as evidence of caring behavior.
The most meaningful findings associated with this study were in relation to clarifying the caring behaviors of instructors that were most important to online students.
The list of 12 Student-Preferred Caring Behaviors for Online Instructors, developed based on the results of this study, could prove to be a helpful resource for nurse faculty in the online setting who wish to learn about and engage in specific behaviors shown to support student perceptions of caring.
Comparison of cancer patients and professional nurses' perception of important nurse caring behaviors.
Importance of nurse caring behaviors as perceived by patients after myocardial infarctions.
Watson's (12) model provides the cognitive content at each level, as students first identify and practice caring behaviors and proceed to identify and use carative factors when delivering care to the client and family.
They are given multiple opportunities to assess patients and use appropriate caring behaviors.
RESULTS Faculty messages that are respectful, positive, encouraging, timely, and frequent foster social presence and caring behaviors while also allowing for caring interactions, mutual respect, and finding meaning in relationships.
Students learn caring behaviors through faculty modeling and values in the traditional classroom setting (Watson); however, these behaviors are difficult to portray in the online environment (Gallagher-Lepak, Reilly, & Killion, 2009).
Schools of nursing who provide multicultural training to faculty and minority students had fewer events of discrimination, provided extensive minority support services, and had greater numbers of faculty who used caring behaviors
to invest in the lives of their students.
The previous studies have mainly focused on teachers' caring behaviors (Larson, 2006; Lee & Ravizza, 2008) and not student-peer interactions that lead to caring.
However, the specific caring behaviors are influenced by a particular context and student population.
In the surveys, consultants consistently mentioned that making clients feel more comfortable, maintaining an open mind, and offering encouragement were caring behaviors that they showed in their consultations.
By experiencing caring behaviors, clients are more likely to see their consultants as competent.