Conveying and
Sustaining Caring
Online
Kathleen Sitzman, PhD, RN, CNE
Professor
Caring Communication patterns
• When results from all 6 studies were considered together, data suggested that, in
addition to identified caring activities listed on the previous slide, manner of
communication between instructors and students also influenced whether or not caring
was conveyed online.
• distinct communication exemplars emerged, pointing to the existence of key
communicative elements that supported caring online activities.
• The caring exemplars reflected integral aspects of mindfulness and Caring Science.
5,17,18,19
• Caring Exemplars with associated quotes are on the next slide.
Exemplar
Offer Full Presence
Observations and Quotes from Investigators and Study Participants
Student: “Letting us know they were there…by actually reading what was posted and responding-let the students know
there was someone there that really cared.” 12 (p.256)
Investigator: “…elements of intuitive interaction were also identified…and referred to as inherent in an empathic
approach to online education. Students stated that online caring involved ‘being in tune with the thoughts and feelings of
others’ and faculty ability to ‘sense [student] overload from a distance.” 11 (p. 317)
Acknowledge Shared Humanity
Investigator: “…respondents discussed the belief that caring online is a reciprocal process that requires commitment…on
the part of student and teacher.” 12 (p. 256)
Instructor: “I also use personal stories to help the student realize I have been in their shoes, I know it is tough, I know it is
hard…” 15(In Press)
Instructor: “When a student responds in a caring way it makes me want to work with them more and maybe a little extra.
Caring at times is a two-way street.” 15(p. In Press)
Attend to the Individual
Instructor: I cannot stress [enough] the importance of treating each student as a valuable member of your course…”16(p. In
Press)
Student: “Caring to me is when I feel the instructor is really interested in me as a student and as a person.” 12 (p. 257)
Instructor: “Students spoke frequently about their need for faculty to ‘understand them as people, and not just computer
entries’.” 11 (p. 318)
Instructor: “They [the students] really are beautiful people, you just need to figure out where they are coming from and
then deal appropriately.” 15(In Press)
Ask for and Provide Frequent Clarification
Instructor: “Caring is taking the time to assure that both parties understand what is expected and needed from the
other…” 12 (p. 257)
Student: “caring instructors actively sought feedback…” 13 (p. 176)
Instructor: As the instructor, I “Ask if they needed more time or did not understand the assignment…Ask if they
understood the concept and explain what the correct concept would be…” 16(p. In Press)
Exemplar
Demonstrate Flexibility
Observations and Quotes from Investigators and Study Participants
Student: “Try to understand and respect the learning that is taking place on the students [sic] part even if it is not in a way
that the instructor might have intended.” 13 (p. 176)
Investigator: “Caring is demonstrated by flexibility in relation to life concerns that may conflict with rigid schedules.” 13 (p.
176)
Instructor: “[I will say] ‘How can I help you? Let me see if I understand the issue or what you need. How does that
sound? Please let me know what works for you.” 15(In Press)
Acknowledge Challenges and Point Out
Favorable Opportunities
Instructor: “Together we assess the specific individual circumstances and review what options are available for me (as
their instructor) to support them in their learning.” 15(In Press)
Instructor: “[I say] ‘I hope that you understand that the feedback that I give you is intended to challenge you and to push
you to be the very best you can be. Even so, I recognize the critique of your work can sometimes be a disheartening
experience.’” 16(In Press)
Caring Exemplars with Mindfulness and Caring Science Perspectives
Caring Communication Exemplar
Mindfulness Perspective 17
Caring Science
Perspectives Adapted from Watson’s 10 Caritas
Processes4
Offer Full Presence
“I am here for you” (p. 73)
I will fully attend to you and your message through the use
of authentic presence.
I will give you my precious attention in the moment.
Acknowledge Shared Humanity
I am aware that you suffer, and I acknowledge that I suffer
too. I want you to know that I am doing my best. (Adapted from
I will create a healing environment for myself and those
around me.
p. 82)
Attend to the Individual
“I know you are there and I am very happy.” (p. 75)
I will assist you with basic caring-learning needs. You are
important to me.
Ask for Clarification
I want to understand and help. (Adapted from 77-78)
I will cultivate loving-kindness for myself and others.
Propose Flexible solutions
“You are partly right.” (p. 83)
I will be flexible where possible through the use of creative
problem-solving.
We both have valuable perspectives and concerns to
consider.
Acknowledge Challenges and Point
Out Favorable Opportunities
“This is a happy moment.” (p. 82)
It is helpful to acknowledge challenges and to recognize
conditions for happiness in each situation.
I will acknowledge and accept positive and negative
feelings, and work to productively transform situations
through caring.
Suggestions for what to say
• A clear process for mindful caring communication between instructor and
student is evident after merging results from the 6 selected studies, however
knowing what specific terminology might be effectively used in mindful online
caring communication can be challenging.
• suggested terminology that may be used and personalized in this endeavor is
presented in Table 4.
Caring Communication Exemplar
Offer Full Presence
Acknowledge Shared Humanity
Attend to the Individual
Ask for Clarification
Propose Flexible solutions
Suggested Terminology
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Acknowledge Challenges and Point Out Favorable
Opportunities
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I am here for you.
I am working online all day today—call/e-mail/text if you need me.
My thoughts are with you.
I see you have sent a message that I cannot fully address at this time. I will respond fully by (day/time).
We are in this together.
Let’s learn from one another.
I am doing my best.
I struggled with this topic when I was in nursing school.
Nobody is perfect.
If you will work hard to support your success, I will work hard to support your success too.
I want you to be successful.
You are important to me.
I see you missed an assignment, which is not your typical behavior…
You showed a lot of insight when you said…
I missed seeing your contributions in the last discussion board.
I really appreciate your attention to detail (or promptness, or sense of humor, or sensitivity, or experience, etc.).
Do you understand?
Is everything okay?
Are you prepared for the upcoming (test, assignment, presentation, etc.)?
Do you need clarification or assistance?
How is your day today?
Is there anything I can do to help you right now?
How are you feeling about…?
I do not understand what you meant… How about if we discuss things further in a phone call or video chat rather than by
e-mail?
Since you turned your assignment in early with good effort, I will give you an additional 3 days to re-do the sections
where content was missed.
I would like to work with you to create a learning contract so that we have clear instructions related to what you and I will
need to do to move productively forward.
I am inviting input from everyone regarding how to make the assignment/ rubric/test question(s)/course instructions, etc.
clearer.
I know you are struggling, but I would like to help and mentor wherever possible.
Although they can be challenging, group assignments cultivate collaborative skills that are critical to productivity in every
working environment.
I can sense your frustration/disappointment/sadness, and I am offering to work with you in order to better-understand and
help.
We (or your group) productively worked together in this difficult situation and found good ways to move forward.
Conclusion
• Ongoing technological progress will continue to expand possibilities for
conveying and sustaining caring work settings, professional practice, knowledge
development, and education.
• Continued inquiry and application of results will facilitate understanding and
communicative consistency related to teaching, learning, conveying, and
sustaining caring in the virtual world.