The Influence of Perceived Faculty Behaviors on Baccalaureate Nursing Student Thinking Predisposition and Resultant Patterns of Thinking: Creative, Critical, and Routine

2.50
Hdl Handle:
http://hdl.handle.net/10755/147338
Type:
Presentation
Title:
The Influence of Perceived Faculty Behaviors on Baccalaureate Nursing Student Thinking Predisposition and Resultant Patterns of Thinking: Creative, Critical, and Routine
Abstract:
The Influence of Perceived Faculty Behaviors on Baccalaureate Nursing Student Thinking Predisposition and Resultant Patterns of Thinking: Creative, Critical, and Routine
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Fasnacht, Patsy, DNSc, RN
P.I. Institution Name:Lancaster General College of Nursing and Health Sciences
Title:Nursing Faculty
The Educational Development Model of Thinking (EDMT) was developed by this researcher for nurse educators to use when designing classroom and clinical learning experiences to engage nursing students in creative thinking. The framework provides a model within which nurse educators can design instructional strategies that stimulate specific patterns of thinking. Structural equation modeling (SEM) was used to test the theoretical propositions of the Theory of Faculty Influence on Student Thinking (FIOST), derived from the EDMT. FIOST proposed that faculty behaviors influence student thinking predisposition through reinforcement of that predisposition which is a catalyst for a pattern of thinking (creative, critical, or routine). A pilot study (N=29) evaluated data collection procedures and produced alpha coefficients for the study instruments. A sample of generic baccalaureate nursing students (N=159)was found to be adequate to achieve a small effect size (.07) and power of .80 (p = .05). SEM using AMOS 4.0 was used to analyze the original recursive model for goodness of fit. Maximum likelihood estimation (MLE) resulted in a significant chi-square statistic, X2(9, N=159) = 82.05, p<.001, suggesting that modification of the model would result in a better fit. This suggestion was supported by a Tucker Lewis Index (TLI) <.95 and Root mean error of approximation >.60. Modification of the model by removing non-significant paths created a simple recursive model. MLE of the new model resulted in a non-significant chi-square statistic, X2(1, N = 159) = .90, suggesting a good fit for the model. The findings lend beginning support to the theoretical proposition of FIOST that faculty behavior that reinforces the student thinking predisposition of integrity is a catalyst for critical thinking.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Influence of Perceived Faculty Behaviors on Baccalaureate Nursing Student Thinking Predisposition and Resultant Patterns of Thinking: Creative, Critical, and Routineen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147338-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Influence of Perceived Faculty Behaviors on Baccalaureate Nursing Student Thinking Predisposition and Resultant Patterns of Thinking: Creative, Critical, and Routine</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Fasnacht, Patsy, DNSc, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Lancaster General College of Nursing and Health Sciences</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nursing Faculty</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">phfasnac@lancastergeneral.org</td></tr><tr><td colspan="2" class="item-abstract">The Educational Development Model of Thinking (EDMT) was developed by this researcher for nurse educators to use when designing classroom and clinical learning experiences to engage nursing students in creative thinking. The framework provides a model within which nurse educators can design instructional strategies that stimulate specific patterns of thinking. Structural equation modeling (SEM) was used to test the theoretical propositions of the Theory of Faculty Influence on Student Thinking (FIOST), derived from the EDMT. FIOST proposed that faculty behaviors influence student thinking predisposition through reinforcement of that predisposition which is a catalyst for a pattern of thinking (creative, critical, or routine). A pilot study (N=29) evaluated data collection procedures and produced alpha coefficients for the study instruments. A sample of generic baccalaureate nursing students (N=159)was found to be adequate to achieve a small effect size (.07) and power of .80 (p = .05). SEM using AMOS 4.0 was used to analyze the original recursive model for goodness of fit. Maximum likelihood estimation (MLE) resulted in a significant chi-square statistic, X2(9, N=159) = 82.05, p&lt;.001, suggesting that modification of the model would result in a better fit. This suggestion was supported by a Tucker Lewis Index (TLI) &lt;.95 and Root mean error of approximation &gt;.60. Modification of the model by removing non-significant paths created a simple recursive model. MLE of the new model resulted in a non-significant chi-square statistic, X2(1, N = 159) = .90, suggesting a good fit for the model. The findings lend beginning support to the theoretical proposition of FIOST that faculty behavior that reinforces the student thinking predisposition of integrity is a catalyst for critical thinking.</td></tr></table>en_GB
dc.date.available2011-10-26T09:31:24Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:31:24Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.