Abstract
Background: Microaffirmations are brief statements of support and inclusion that can have a powerful influence on students, particularly those who feel disconnected.Aim: The aim of this pilot study was to explore self-reports of microaffirmations from adult students in a nursing degree program offered in an online format at a large public institution of higher education.Methods: Responses from online students, collected as part of a larger study on microaffirmations among undergraduate students across all instructional modalities, were gathered and framed as a pilot study to appreciate experiences of virtual microaffirmations and to determine if a study focused specifically on microaffirmations among online learners would be feasible and fruitful.Results: Results indicated that students who received microaffirmations reported higher levels of connectedness and belonging as well as positive mood and self-efficacy.Conclusions: Implications for practice include infusing microaffirmations as part of discussion boards, feedback on assignments, and routine check-ins with students. Rich insights from analysis suggest that a large-scale study of microaffirmations in online learning environments would be productive and worthwhile.
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