Evidence to Support Faculty Development in Japan: Development of the Self-Evaluation Scale of Teaching Behavior in Nursing Lectures

2.50
Hdl Handle:
http://hdl.handle.net/10755/601671
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Evidence to Support Faculty Development in Japan: Development of the Self-Evaluation Scale of Teaching Behavior in Nursing Lectures
Author(s):
Miyashiba, Tomoko; Funashima, Naomi; Goto, Yoshiko
Lead Author STTI Affiliation:
Delta Beta
Author Details:
Tomoko Miyashiba, RN, miyashiba-hhn@kuhs.ac.jp; Naomi Funashima, RN; Yoshiko Goto, RN
Abstract:
Session presented on Sunday, July 26, 2015: Purpose: Lectures have been used in nursing education as an effective means to teach nursing knowledge and theory, and to connect these to practice. However, lectures tend to make students passive and limit their use of reflection. These limitations require faculty members to maintain and enhance the quality of their teaching activities in nursing lectures. Yet, no scales have been developed for faculty self-evaluation of teaching activities in this area. Using such a scale would enable the assessment of the quality of teaching activities and support faculty development. The purpose of this study was to'develop and evaluate the Self-Evaluation Scale of Teaching' Behavior in'Nursing Lectures.' Methods: The study consisted of four phases: a) item generation based on the findings of qualitative and inductive research (Goto et al., 2010) that conceptualized faculty's behavior in nursing lectures, b) assessment of content validity and refinement of the scale by a panel of experts and a pilot study, c) item analysis and selection through a survey, and d) evaluation of the scale's validity and reliability. Results: A 5-point Likert scale was used, comprising 63 items classified into 9 subscales that were based on 9 concepts of teaching behavior in nursing lectures. In the first survey, the instrument packets were mailed to 1373 faculty members of 116 randomly sampled nursing schools in Japan. In total, 652 (47.5%) scales were returned, and 574 valid datasets were analyzed. From the data, 36 items were selected based on the results of an item analysis. A factor analysis of the 36 items extracted 9 factors that were reflective of the 9 subscales. The known-groups technique was used to examine construct validity. Faculty members with teaching experience of more than 20 years had higher scores on the scale than faculty members with teaching experience of 2 years or less (t = -4.27, p < .001). Cronbach's alpha of the scale was 0.95 and Cronbach's alpha of the ten subscales ranged from 0.71 to 0.83. In the second survey, the same instrument packets were mailed to 71 faculty members (using convenience sampling) to examine test-retest reliability. In all, 21 (29.6%) scales were returned, and 21 valid datasets were analyzed. The test-retest reliability was 0.80 (p < .001).'' Conclusion: The results indicate that this scale possesses good construct validity, high internal consistency reliability, and high stability. It is useful for supporting faculty development.
Keywords:
nursing lecture; self-evaluation scale; teaching behavior
MeSH:
Teaching--methods
CINAHL Headings:
Self�Assessment
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15PST464
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleEvidence to Support Faculty Development in Japan: Development of the Self-Evaluation Scale of Teaching Behavior in Nursing Lecturesen
dc.contributor.authorMiyashiba, Tomokoen
dc.contributor.authorFunashima, Naomien
dc.contributor.authorGoto, Yoshikoen
dc.contributor.departmentDelta Betaen
dc.author.detailsTomoko Miyashiba, RN, miyashiba-hhn@kuhs.ac.jp; Naomi Funashima, RN; Yoshiko Goto, RNen
dc.identifier.urihttp://hdl.handle.net/10755/601671-
dc.description.abstractSession presented on Sunday, July 26, 2015: Purpose: Lectures have been used in nursing education as an effective means to teach nursing knowledge and theory, and to connect these to practice. However, lectures tend to make students passive and limit their use of reflection. These limitations require faculty members to maintain and enhance the quality of their teaching activities in nursing lectures. Yet, no scales have been developed for faculty self-evaluation of teaching activities in this area. Using such a scale would enable the assessment of the quality of teaching activities and support faculty development. The purpose of this study was to'develop and evaluate the Self-Evaluation Scale of Teaching' Behavior in'Nursing Lectures.' Methods: The study consisted of four phases: a) item generation based on the findings of qualitative and inductive research (Goto et al., 2010) that conceptualized faculty's behavior in nursing lectures, b) assessment of content validity and refinement of the scale by a panel of experts and a pilot study, c) item analysis and selection through a survey, and d) evaluation of the scale's validity and reliability. Results: A 5-point Likert scale was used, comprising 63 items classified into 9 subscales that were based on 9 concepts of teaching behavior in nursing lectures. In the first survey, the instrument packets were mailed to 1373 faculty members of 116 randomly sampled nursing schools in Japan. In total, 652 (47.5%) scales were returned, and 574 valid datasets were analyzed. From the data, 36 items were selected based on the results of an item analysis. A factor analysis of the 36 items extracted 9 factors that were reflective of the 9 subscales. The known-groups technique was used to examine construct validity. Faculty members with teaching experience of more than 20 years had higher scores on the scale than faculty members with teaching experience of 2 years or less (t = -4.27, p < .001). Cronbach's alpha of the scale was 0.95 and Cronbach's alpha of the ten subscales ranged from 0.71 to 0.83. In the second survey, the same instrument packets were mailed to 71 faculty members (using convenience sampling) to examine test-retest reliability. In all, 21 (29.6%) scales were returned, and 21 valid datasets were analyzed. The test-retest reliability was 0.80 (p < .001).'' Conclusion: The results indicate that this scale possesses good construct validity, high internal consistency reliability, and high stability. It is useful for supporting faculty development.en
dc.subjectnursing lectureen
dc.subjectself-evaluation scaleen
dc.subjectteaching behavioren
dc.subject.meshTeaching--methodsen
dc.subject.cinahlSelf�Assessmenten
dc.date.available2016-03-17T12:52:21Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:52:21Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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