Measuring Teaching Efficacy: An Intensive Experience with New Faculty in a Remote Nursing Program in Northern India

2.50
Hdl Handle:
http://hdl.handle.net/10755/303980
Category:
Abstract
Type:
Presentation
Title:
Measuring Teaching Efficacy: An Intensive Experience with New Faculty in a Remote Nursing Program in Northern India
Author(s):
Derstine, Jill B.; McHugh, Marylou K.
Lead Author STTI Affiliation:
Kappa chi
Author Details:
Jill B. Derstine, EdD, RN, FAAN, jbd43@drexel.edu; Marylou K. McHugh, RN, EdD, CNE;
Abstract:

Session presented on: Monday, July 22, 2013

This presentation will describe an intensive workshop developed by American educators from Drexel University to increase the teaching self efficacy of a young and inexperienced faculty in a school of nursing in a remote university located in the Himalayas in Northern India.   Teaching efficacy has been found to be predictive of the faculty's ability to implement a curriculum and may underlie critical components of the teacher role, such as decisions about instruction, class management, and referral of problem students (Soodak and Podell, 1996). This construct goes beyond effectiveness to include the notion that efficacy is a trait that enables teachers to control the learning environment, affect student performance and produce desired goals or outcomes (Ashton, 1984; Guskey & Passaro, 1994). The content included in this four day workshop included teaching-learning styles, writing objectives to increase higher level thinking, curriculum development, evaluation methodologies in both classroom and clinical arenas, and  teaching strategies such as concept mapping, questioning, and case studies. Prior to and after these sessions, the faculty completed the Teaching Self Efficacy Scale (Nugent, Bradshaw, & Kito, N. 1999).  Although overall pre-post score differences on the Teaching Efficacy scale did not reach significance, certain instrument items showed significant increases(all p< 0.05) with higher scores on the SETTI related to self efficacy 

 

Keywords:
teaching; efficacy
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleMeasuring Teaching Efficacy: An Intensive Experience with New Faculty in a Remote Nursing Program in Northern Indiaen_GB
dc.contributor.authorDerstine, Jill B.en_GB
dc.contributor.authorMcHugh, Marylou K.en_GB
dc.contributor.departmentKappa chien_GB
dc.author.detailsJill B. Derstine, EdD, RN, FAAN, jbd43@drexel.edu; Marylou K. McHugh, RN, EdD, CNE;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/303980-
dc.description.abstract<p>Session presented on: Monday, July 22, 2013</p>This presentation will describe an intensive workshop developed by American educators from Drexel University to increase the teaching self efficacy of a young and inexperienced faculty in a school of nursing in a remote university located in the Himalayas in Northern India.   Teaching efficacy has been found to be predictive of the faculty's ability to implement a curriculum and may underlie critical components of the teacher role, such as decisions about instruction, class management, and referral of problem students (Soodak and Podell, 1996<i>). </i>This construct goes beyond effectiveness to include the notion that efficacy is a trait that enables teachers to control the learning environment, affect student performance and produce desired goals or outcomes (Ashton, 1984; Guskey & Passaro, 1994). The content included in this four day workshop included teaching-learning styles, writing objectives to increase higher level thinking, curriculum development, evaluation methodologies in both classroom and clinical arenas, and  teaching strategies such as concept mapping, questioning, and case studies. Prior to and after these sessions, the faculty completed the Teaching Self Efficacy Scale (Nugent, Bradshaw, & Kito, N. 1999).  Although overall pre-post score differences on the Teaching Efficacy scale did not reach significance, certain instrument items showed significant increases(all p< 0.05) with higher scores on the SETTI related to self efficacy  <p><i> </i>en_GB
dc.subjectteachingen_GB
dc.subjectefficacyen_GB
dc.date.available2013-10-22T20:27:00Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:27:00Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
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.en_GB
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