Reliability and Validity of the Willingness to Adopt Inclusive Teaching Strategies in Nursing Education Instrument

2.50
Hdl Handle:
http://hdl.handle.net/10755/602661
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Reliability and Validity of the Willingness to Adopt Inclusive Teaching Strategies in Nursing Education Instrument
Author(s):
Levey, Janet A.
Lead Author STTI Affiliation:
Delta Gamma
Author Details:
Janet A. Levey, RN-BC, CNE, janet.levey@marquette.edu
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Purpose and Background/Significance: The purpose of this study is to: (1) examine the psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing nurse educators’ willingness to adopt inclusive teaching strategies based in universal design for instruction (UDI).  National nursing organizations are calling for innovative and inclusive science of nursing education demonstrated by the use of teaching strategies that are accessible, responsive and meaningful to diverse student populations, with and without disabilities.  Universal design for instruction (UDI) is one approach to facilitate multiple ways of learning and evaluation in various learning environments for all learners; however, it is not well known or researched in nursing education. Theoretical Framework: Diffusion of innovation theory (Rogers, 2003) and universal design for instruction (McGuire & Scott, 2006) provide the theoretical framework for the study. Inclusive teaching strategies are defined as teaching pedagogies based in UDI that enable all students to access and engage in learning throughout the nursing curriculum and environments.  Nursing education occurs in multiple environments including the classroom, clinical, online, simulation and skills lab settings. Sample/Setting: A cross-sectional design was used to measure educators’ willingness to adopt inclusive teaching strategies in nursing educational settings.  Method: SurveyMonkey collected data on the newly developed ITSinNE (55-item) instrument consisting of the following domains: Previous Teaching Strategies, Knowledge of Inclusive Teaching Strategies, Social System Support for Inclusive Teaching Strategies, and Willingness to Adopt Inclusive Teaching Strategies in Nursing Educational Environments.  In the preliminary study, face and content validity were examined by national content experts and resulted in a CVI ranging from .84 to .97.  The initial internal consistency on the subscales ranged from .51 to .98.  For this study, data analysis consisted of descriptive statistics, Cronbach’s alpha, correlation, hierarchical multiple regression, and confirmatory factor analysis.   Results: A total of 401 nurse educators participated in the study.  The sample revealed 311 educators taught in pre-licensure or Baccalaureate programs and the analysis targeted this population.   The Cronbach’s alphas for almost all of the ITSinNE domain subscales were .7 or greater.  The confirmatory factor analysis demonstrated adequate model fit on most indices (exogenous model: c 2 = 0.00; RMSEA = .08; GFI = .96; TLI = .95; WRWR = 1.64; endogenous model: c 2 = 0.00; RMSEA = .18; GFI = .89; TLI = .87; WRWR = 2.64).  When the endogenous model domains were all freestanding, model fit indexes improved (c 2 = 0.00; RMSEA = .098; GFI = .97; TLI = .96; WRWR = 1.24).  The model as a whole explained 44.8% ( R 2 = .448) of the variance in WillAdITS.  None of the characteristics of a nurse educator contributed to the model, except for years of teaching ( B = .-.008, p < .001) Conclusions: Reliability and validity estimates support the continued development of an instrument to examine nurse educator’s knowledge, support, and willingness to adopt inclusive teaching strategies.  The results will enable intervention research to enhance professional development fostering access to content and environments for all learners.
Keywords:
inclusive teaching strategies; universal design for instruction
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15RS1.52
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleReliability and Validity of the Willingness to Adopt Inclusive Teaching Strategies in Nursing Education Instrumenten
dc.contributor.authorLevey, Janet A.en
dc.contributor.departmentDelta Gammaen
dc.author.detailsJanet A. Levey, RN-BC, CNE, janet.levey@marquette.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602661en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Purpose and Background/Significance: The purpose of this study is to: (1) examine the psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing nurse educators’ willingness to adopt inclusive teaching strategies based in universal design for instruction (UDI).  National nursing organizations are calling for innovative and inclusive science of nursing education demonstrated by the use of teaching strategies that are accessible, responsive and meaningful to diverse student populations, with and without disabilities.  Universal design for instruction (UDI) is one approach to facilitate multiple ways of learning and evaluation in various learning environments for all learners; however, it is not well known or researched in nursing education. Theoretical Framework: Diffusion of innovation theory (Rogers, 2003) and universal design for instruction (McGuire & Scott, 2006) provide the theoretical framework for the study. Inclusive teaching strategies are defined as teaching pedagogies based in UDI that enable all students to access and engage in learning throughout the nursing curriculum and environments.  Nursing education occurs in multiple environments including the classroom, clinical, online, simulation and skills lab settings. Sample/Setting: A cross-sectional design was used to measure educators’ willingness to adopt inclusive teaching strategies in nursing educational settings.  Method: SurveyMonkey collected data on the newly developed ITSinNE (55-item) instrument consisting of the following domains: Previous Teaching Strategies, Knowledge of Inclusive Teaching Strategies, Social System Support for Inclusive Teaching Strategies, and Willingness to Adopt Inclusive Teaching Strategies in Nursing Educational Environments.  In the preliminary study, face and content validity were examined by national content experts and resulted in a CVI ranging from .84 to .97.  The initial internal consistency on the subscales ranged from .51 to .98.  For this study, data analysis consisted of descriptive statistics, Cronbach’s alpha, correlation, hierarchical multiple regression, and confirmatory factor analysis.   Results: A total of 401 nurse educators participated in the study.  The sample revealed 311 educators taught in pre-licensure or Baccalaureate programs and the analysis targeted this population.   The Cronbach’s alphas for almost all of the ITSinNE domain subscales were .7 or greater.  The confirmatory factor analysis demonstrated adequate model fit on most indices (exogenous model: c 2 = 0.00; RMSEA = .08; GFI = .96; TLI = .95; WRWR = 1.64; endogenous model: c 2 = 0.00; RMSEA = .18; GFI = .89; TLI = .87; WRWR = 2.64).  When the endogenous model domains were all freestanding, model fit indexes improved (c 2 = 0.00; RMSEA = .098; GFI = .97; TLI = .96; WRWR = 1.24).  The model as a whole explained 44.8% ( R 2 = .448) of the variance in WillAdITS.  None of the characteristics of a nurse educator contributed to the model, except for years of teaching ( B = .-.008, p < .001) Conclusions: Reliability and validity estimates support the continued development of an instrument to examine nurse educator’s knowledge, support, and willingness to adopt inclusive teaching strategies.  The results will enable intervention research to enhance professional development fostering access to content and environments for all learners.en
dc.subjectinclusive teaching strategiesen
dc.subjectuniversal design for instructionen
dc.date.available2016-03-21T16:33:59Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:33:59Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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