A Participatory Approach to Development of the Community Nursing Student Assessment Scale (CNSAS) to Measure Student Learning Outcomes

2.50
Hdl Handle:
http://hdl.handle.net/10755/304421
Category:
Abstract
Type:
Presentation
Title:
A Participatory Approach to Development of the Community Nursing Student Assessment Scale (CNSAS) to Measure Student Learning Outcomes
Author(s):
Olinzock, Barbara J.; Roush, Connie S.; Wilburn, Sharon; Kruger, Barbara J.; Wilburn, Kenneth T.
Lead Author STTI Affiliation:
Lambda Rho
Author Details:
Barbara J. Olinzock, EdD, RN, bolinzoc@unf.edu; Connie S. Roush, PhD, RN; Sharon Wilburn, PhD; Barbara J. Kruger, PhD, MPH, RN; Kenneth T. Wilburn, PhD;
Abstract:

Session presented on: Monday, July 22, 2013

Purpose: Community-based service-learning has a long and distinguished history as pedagogy in nursing education programs including in the UNF Home-base Model which places students in community settings throughout the length of their nursing program to work with community partners and faculty around mutually identified service-learning projects. A challenge to continuous quality improvement is the scarcity of psychometrically tested tools to measure student learning outcomes. The purpose of this presentation is to report on the participatory process and the development and testing of the Community Nursing Student Assessment Scale (CNSAS) to evaluate community nursing student learning outcomes.

Methods: The CNSAS evolved over several semesters and iterations with the involvement of faculty, students, and community partners. The initial items arose from analyses of student focus groups, reflective journals, and end of program surveys. A subsequent IRB approved study convened 15 faculty, 15 community partners, and 48 students in focus groups to validate survey items. The CNSAS consists of 39 items, measured on a 5 point Likert scale, to assess student experience within the six domains of 1) health promotion and education, 2) knowledge of community, 3) partnering and collaboration, 4) ecological perspective, and 5) self-efficacy. A convenience sample of graduating senior students (n=191) were invited to complete the survey and share narrative reflections on their community experience.

Results: The CNSAS demonstrates high internal consistency (α = 0.986) with each sub-scale yielding strong reliability (α = 0.933 - 0.963). Deductive content analysis of student narratives (n=167) supported validity of survey items.

Conclusion: The CNSAS has application for research and education, particularly for programs seeking to develop and/or refine an emphasis on community engagement. A participatory approach can be applied to any curricular evaluation process.

Keywords:
Participatory approach; Student assessment; Community service-learning
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.titleA Participatory Approach to Development of the Community Nursing Student Assessment Scale (CNSAS) to Measure Student Learning Outcomesen_GB
dc.contributor.authorOlinzock, Barbara J.en_GB
dc.contributor.authorRoush, Connie S.en_GB
dc.contributor.authorWilburn, Sharonen_GB
dc.contributor.authorKruger, Barbara J.en_GB
dc.contributor.authorWilburn, Kenneth T.en_GB
dc.contributor.departmentLambda Rhoen_GB
dc.author.detailsBarbara J. Olinzock, EdD, RN, bolinzoc@unf.edu; Connie S. Roush, PhD, RN; Sharon Wilburn, PhD; Barbara J. Kruger, PhD, MPH, RN; Kenneth T. Wilburn, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304421-
dc.description.abstract<p>Session presented on: Monday, July 22, 2013</p><b>Purpose: </b> Community-based service-learning has a long and distinguished history as pedagogy in nursing education programs including in the UNF Home-base Model which places students in community settings throughout the length of their nursing program to work with community partners and faculty around mutually identified service-learning projects. A challenge to continuous quality improvement is the scarcity of psychometrically tested tools to measure student learning outcomes. The purpose of this presentation is to report on the participatory process and the development and testing of the Community Nursing Student Assessment Scale (CNSAS) to evaluate community nursing student learning outcomes. <p><b>Methods: </b> The CNSAS evolved over several semesters and iterations with the involvement of faculty, students, and community partners. The initial items arose from analyses of student focus groups, reflective journals, and end of program surveys. A subsequent IRB approved study convened 15 faculty, 15 community partners, and 48 students in focus groups to validate survey items. The CNSAS consists of 39 items, measured on a 5 point Likert scale, to assess student experience within the six domains of 1) health promotion and education, 2) knowledge of community, 3) partnering and collaboration, 4) ecological perspective, and 5) self-efficacy. A convenience sample of graduating senior students (n=191) were invited to complete the survey and share narrative reflections on their community experience. <p><b>Results: </b> The CNSAS demonstrates high internal consistency (α = 0.986) with each sub-scale yielding strong reliability (α = 0.933 - 0.963). Deductive content analysis of student narratives (n=167) supported validity of survey items. <p><b>Conclusion: </b> The CNSAS has application for research and education, particularly for programs seeking to develop and/or refine an emphasis on community engagement. A participatory approach can be applied to any curricular evaluation process.en_GB
dc.subjectParticipatory approachen_GB
dc.subjectStudent assessmenten_GB
dc.subjectCommunity service-learningen_GB
dc.date.available2013-10-22T20:35:31Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:35:31Z-
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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