2.50
Hdl Handle:
http://hdl.handle.net/10755/163244
Category:
Abstract
Type:
Presentation
Title:
Innovative Teaching in Baccalaureate Nursing Education
Author(s):
Schell, Kathleen A.
Author Details:
Kathleen A. Schell, DNSc, RN, Assistant Professor, University of Delaware, Nursing, Newark, Delaware, USA, email: kaschell@udel.edu
Abstract:
Purpose: The purpose of this Delphi study is to describe the process of innovative teaching in the baccalaureate nursing classroom and its facilitators and barriers. Theoretical Framework: Innovation in nursing education is both a key element in the Commission on Collegiate Nursing Education accreditation standards and a National League for Nursing's research priority. Methods (Design, Sample, Setting, Measures, Analysis): Purposive sampling yielded 28 individuals completing three rounds of the mailed study. Round I was a semi-structured survey requiring participants to identify at least three essential components of innovative teaching, three facilitators, and three barriers to its use. Content analysis of responses was used to construct the 62 items for the Round II Survey. After participants ranked the importance of each item using a 7-point Likert-type scale, medians, means, and standard deviations were calculated. The Round III Survey included the same items. Feedback on other experts' responses was provided using a median score and participants were asked to provide comments, particularly on items that they rated very high or very low in importance. Results: The expert panel agreed on 25 essential components of innovative teaching, 18 facilitators, and 9 barriers. The essential components that ranked highest were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest ranking facilitators were effective communication with students; faculty motivation and enthusiasm for change; and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest ranking barriers to innovative teaching in the nursing classroom. Conclusions and Implications: The results of this study help to describe innovative teaching within the nursing context. Knowledge of factors that facilitate and hinder the decision to use innovative teaching in the baccalaureate classroom can assist department chairpersons, curriculum committees, faculty development departments, and individual faculty members to create an environment in which innovative educational strategies are more readily adopted.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2006
Conference Name:
18th Annual Scientific Sessions
Conference Host:
Eastern Nursing Research Society
Conference Location:
Cherry Hill, New Jersey
Description:
�New Momentum for Nursing Research: Multidisciplinary Alliances�, held on April 20th -22nd at the Hilton in Cherry Hill, New Jersey
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleInnovative Teaching in Baccalaureate Nursing Educationen_GB
dc.contributor.authorSchell, Kathleen A.en_US
dc.author.detailsKathleen A. Schell, DNSc, RN, Assistant Professor, University of Delaware, Nursing, Newark, Delaware, USA, email: kaschell@udel.eduen_US
dc.identifier.urihttp://hdl.handle.net/10755/163244-
dc.description.abstractPurpose: The purpose of this Delphi study is to describe the process of innovative teaching in the baccalaureate nursing classroom and its facilitators and barriers. Theoretical Framework: Innovation in nursing education is both a key element in the Commission on Collegiate Nursing Education accreditation standards and a National League for Nursing's research priority. Methods (Design, Sample, Setting, Measures, Analysis): Purposive sampling yielded 28 individuals completing three rounds of the mailed study. Round I was a semi-structured survey requiring participants to identify at least three essential components of innovative teaching, three facilitators, and three barriers to its use. Content analysis of responses was used to construct the 62 items for the Round II Survey. After participants ranked the importance of each item using a 7-point Likert-type scale, medians, means, and standard deviations were calculated. The Round III Survey included the same items. Feedback on other experts' responses was provided using a median score and participants were asked to provide comments, particularly on items that they rated very high or very low in importance. Results: The expert panel agreed on 25 essential components of innovative teaching, 18 facilitators, and 9 barriers. The essential components that ranked highest were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest ranking facilitators were effective communication with students; faculty motivation and enthusiasm for change; and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest ranking barriers to innovative teaching in the nursing classroom. Conclusions and Implications: The results of this study help to describe innovative teaching within the nursing context. Knowledge of factors that facilitate and hinder the decision to use innovative teaching in the baccalaureate classroom can assist department chairpersons, curriculum committees, faculty development departments, and individual faculty members to create an environment in which innovative educational strategies are more readily adopted.en_GB
dc.date.available2011-10-27T11:03:58Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:03:58Z-
dc.conference.date2006en_US
dc.conference.name18th Annual Scientific Sessionsen_US
dc.conference.hostEastern Nursing Research Societyen_US
dc.conference.locationCherry Hill, New Jerseyen_US
dc.description�New Momentum for Nursing Research: Multidisciplinary Alliances�, held on April 20th -22nd at the Hilton in Cherry Hill, New Jerseyen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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