Evaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examination

2.50
Hdl Handle:
http://hdl.handle.net/10755/622632
Category:
Full-text
Format:
Text-based Document
Type:
Dissertation
Level of Evidence:
Outcomes Research
Research Approach:
Quantitative Research
Title:
Evaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examination
Author(s):
Ortelli, Tracy A.
Additional Author Information:
Tracy Ortelli, PhD
Advisors:
Dittman, Patricia W.; Hardigan, Patrick; Rizzolo, Mary Anne
Degree:
PhD
Degree Year:
2012
Grantor:
Nova Southeastern University
Abstract:

This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), ( t[2,671] = -2.20, p = .03); four (participate in curriculum design and evaluation of program outcomes), (t[2,671] = -2.06, p = .04); and six (engage in scholarship, service, and leadership), (t[2,671] = -2.34, p = .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06; p = .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.

Keywords:
nursing education; nursing certification
CINAHL Headings:
Credentialing Examinations; Faculty Practice; Faculty, Nursing; Faculty, Nursing--Evaluation; Professional Knowledge; Curriculum Development
Description:
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617863; ProQuest document ID: 1528557645. The author still retains copyright.
Note:
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Repository Posting Date:
2017-09-18T20:36:31Z
Date of Publication:
2017-09-18

Full metadata record

DC FieldValue Language
dc.contributor.advisorDittman, Patricia W.en
dc.contributor.advisorHardigan, Patricken
dc.contributor.advisorRizzolo, Mary Anneen
dc.contributor.authorOrtelli, Tracy A.en
dc.date.accessioned2017-09-18T20:36:31Z-
dc.date.available2017-09-18T20:36:31Z-
dc.date.issued2017-09-18-
dc.identifier.urihttp://hdl.handle.net/10755/622632-
dc.descriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617863; ProQuest document ID: 1528557645. The author still retains copyright.en
dc.description.abstract<p><span>This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), (</span><em> t</em><span>[2,671] = -2.20, </span><em>p</em><span> = .03); four (participate in curriculum design and evaluation of program outcomes), (</span><em>t</em><span>[2,671] = -2.06, </span><em>p</em><span> = .04); and six (engage in scholarship, service, and leadership), (</span><em>t</em><span>[2,671] = -2.34, </span><em>p</em><span> = .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06; </span><em>p</em><span> = .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.</span></p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjectnursing educationen
dc.subjectnursing certificationen
dc.titleEvaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examinationen_US
dc.typeDissertationen
thesis.degree.grantorNova Southeastern Universityen
thesis.degree.levelPhDen
dc.description.noteThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.en
dc.primary-author.detailsTracy Ortelli, PhDen
thesis.degree.year2012en
dc.type.categoryFull-texten
dc.evidence.levelOutcomes Researchen
dc.research.approachQuantitative Researchen
dc.subject.cinahlCredentialing Examinationsen
dc.subject.cinahlFaculty Practiceen
dc.subject.cinahlFaculty, Nursingen
dc.subject.cinahlFaculty, Nursing--Evaluationen
dc.subject.cinahlProfessional Knowledgeen
dc.subject.cinahlCurriculum Developmenten
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