2.50
Hdl Handle:
http://hdl.handle.net/10755/161404
Type:
Presentation
Title:
Evaluating Teacher Effectiveness in Nursing Education
Abstract:
Evaluating Teacher Effectiveness in Nursing Education
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2002
Author:Buchman, Debra
P.I. Institution Name:Medical College of Ohio
Title:Associate Professor
Contact Address:School of Nursing, 3000 Arlington Avenue, Toledo, OH, 43614, USA
Contact Telephone:419.383.6736
Student evaluation of teaching effectiveness in higher education is well researched, however, there are few studies of the factors that might affect student evaluation of teaching effectiveness in practice disciplines which include teaching in both classroom and clinical settings. In addition, many nursing education programs design the instruments that are used by students at that institution to evaluate teaching effectiveness and an evaluation of the psychometric characteristics of these internally designed tools is often not reported to faculty. This may be a particular concern if the same tool is used to evaluate teaching effectiveness in both the classroom and clinical settings. The importance of a valid and reliable instrument to evaluate teacher effectiveness and an examination of the factors that may affect student ratings is increased if the results of those evaluations are used as a basis for faculty performance improvement plans or affect decisions about contract renewal or merit recognition. The purposes of this study are to use existing student evaluations of teacher effectiveness in a collegiate nursing program to determine if the instrument used for student evaluation of teacher effectiveness is a valid and reliable measure of teacher effectiveness as defined by the faculty, and to evaluate the effects of selected course and faculty characteristics on the ratings. Six semesters of student evaluations of teacher effectiveness in all nursing courses in an upper division collegiate nursing program are currently available for analysis. Factor analysis will be done to examine the construct validity of the evaluation tool. Internal consistency reliability coefficients (Cronbach alpha) will be calculated for the total instrument and for any valid subscales identified. Regression analysis will be used to build and test appropriate models with selected course and faculty characteristics that may predict student ratings of teacher effectiveness in both the classroom and clinical settings.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvaluating Teacher Effectiveness in Nursing Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161404-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evaluating Teacher Effectiveness in Nursing Education</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Buchman, Debra</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Medical College of Ohio</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 3000 Arlington Avenue, Toledo, OH, 43614, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">419.383.6736</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">dbuchman@mco.edu</td></tr><tr><td colspan="2" class="item-abstract">Student evaluation of teaching effectiveness in higher education is well researched, however, there are few studies of the factors that might affect student evaluation of teaching effectiveness in practice disciplines which include teaching in both classroom and clinical settings. In addition, many nursing education programs design the instruments that are used by students at that institution to evaluate teaching effectiveness and an evaluation of the psychometric characteristics of these internally designed tools is often not reported to faculty. This may be a particular concern if the same tool is used to evaluate teaching effectiveness in both the classroom and clinical settings. The importance of a valid and reliable instrument to evaluate teacher effectiveness and an examination of the factors that may affect student ratings is increased if the results of those evaluations are used as a basis for faculty performance improvement plans or affect decisions about contract renewal or merit recognition. The purposes of this study are to use existing student evaluations of teacher effectiveness in a collegiate nursing program to determine if the instrument used for student evaluation of teacher effectiveness is a valid and reliable measure of teacher effectiveness as defined by the faculty, and to evaluate the effects of selected course and faculty characteristics on the ratings. Six semesters of student evaluations of teacher effectiveness in all nursing courses in an upper division collegiate nursing program are currently available for analysis. Factor analysis will be done to examine the construct validity of the evaluation tool. Internal consistency reliability coefficients (Cronbach alpha) will be calculated for the total instrument and for any valid subscales identified. Regression analysis will be used to build and test appropriate models with selected course and faculty characteristics that may predict student ratings of teacher effectiveness in both the classroom and clinical settings.</td></tr></table>en_GB
dc.date.available2011-10-26T23:20:48Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:20:48Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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