1- Introduction

2- Methods

3- Findings

4- Discussion

5- Conclusion

References

Introduction

“The relationship between educators and nursing students is considered to be one of the most important factors in the learning outcomes of students” (Chan et al., 2017, p. 110). Higher education student-faculty trust and its related characteristics have been associated with student success (e.g., Applebaum, 1995). However, surprisingly few studies can be found in the global nursing research literature that examine trust in the context of the nursing student-faculty relationship. In order to realize the benefits of nursing student trust in faculty, the antecedents of perceived faculty trustworthiness need to be present.

Background

More studies can be found in the higher education literature that examine non-nursing student trust in faculty than those that examine nursing student trust in faculty. Higher level educators who are perceived as competent, charismatic, caring, intellectually stimulating instructors who use humor appropriately and create positive classroom experiences are perceived by students as trustworthy (Bolkan & Goodboy, 2009; Houser et al., 2007; Katz, 2014; Schrodt, 2013; Schrodt et al., 2009; Thweatt & McCroskey, 1998). Higher education faculty who communicate quality information clearly in ways that students understand are perceived by students as trustworthy (Arnett et al., 2003; Schrodt et al., 2006). Those who are responsive and supportive and develop relationships with students are also perceived as trustworthy (Kale, 2013; Schrodt et al., 2009; Thweatt & McCroskey, 1998). When higher level educators are perceived as ineffective instructors who create negative Running head: PERCEIVED FACULTY TRUSTWORTHINESS classroom experiences or are perceived as opportunistic, students’ trust in them decreases (Arenett et al., 2003; Bolkan & Goodboy, 2009). The few research articles that examined trust in the nursing student-faculty relationship addressed the impact that nursing student trust (or mistrust) in faculty had on students (e.g., McNish, 2003; Scarbrough, 2013. No known studies exist that explored faculty characterstics and behaviors that led nursing students to trust them. What is known about trust research in general and how might findings be applied to nursing student-faculty trust research? Trust can be defined as “[a trustor’s] willingness to rely on a [trustee’s] actions in a situation involving the risk of opportunism” (Williams, 2001, p. 378). There are two main antecedents to trust: (1) perceived trustworthiness – perception of whether a trustee manifests characteristics and behaviors which indicate that the trustee will likely act in the trustor’s interests in a situation entailing risk, and (2) propensity to trust – the tendency to trust or distrust others in general (e.g., Bews and Rossouw, 2002; Rotter, 1967; Yamagishi, 2001).