Date
10-14-2026
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Rachel Joseph
Keywords
Autism, nursing faculty, curriculum, healthcare, nurse, competence
Disciplines
Nursing
Recommended Citation
Seals, India S., "Faculty Perceptions on Nursing Students’ Ability to Care for Patients with Autism Spectrum Disorder: A Transcendental Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8972.
https://digitalcommons.liberty.edu/doctoral/8972
Abstract
The purpose of this qualitative transcendental phenomenological study was to understand nursing faculty’s perceptions of nursing students’ ability to provide appropriate care to patients with autism. The theory guiding this study is Bandura’s social cognitive theory, which provided a framework for understanding how nursing students develop competence in caring for individuals with autism spectrum disorder (ASD) through the interaction of personal, behavioral, and environmental factors. The guiding research question asked, How do nursing faculty perceive the adequacy and effectiveness of existing curricula and teaching strategies in preparing students with the necessary skills for providing patient-centered care to individuals with autism? A purposive sample of 11 nursing faculty participants was recruited. Data were collected utilizing semi-structured individual interviews, focus groups, and reflective journaling. Data were analyzed using the Stevick-Colaizzi-Keen method to identify key themes and describe participants’ lived experiences. Five themes emerged: (a) developing competence through individualized and effective communication, (b) learning through observation and role modeling, (c) building confidence through experiential learning, (d) faculty expertise and self-efficacy shape student learning, and (e) reflection and assessment promote growth in autism care.
