Abstract
The purpose of the study was to: (1) examine psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing a nurse educator's willingness to adopt inclusive teaching strategies based in universal design for instruction (UDI). 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. Diffusion of innovation theory (Rogers, 2003) and universal design for instruction (McGuire & Scott, 2006) provided the theoretical framework for the study. A cross-sectional design was used to measure educators' willingness to adopt inclusive teaching strategies in nursing educational settings.
Sigma Membership
Phi Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Nursing Teaching Strategies, Inclusive Teaching, Universal Design for Instruction (UDI)
Advisor
Marilyn D. Frenn
Degree
PhD
Degree Grantor
Marquette University
Degree Year
2015
Recommended Citation
Levey, Janet A., "Diffusion of inclusion: Measuring willingness to adopt inclusive teaching strategies in nursing educational environments" (2019). Dissertations. 1544.
https://www.sigmarepository.org/dissertations/1544
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2019-06-03
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3701124; ProQuest document ID: 1680274296. The author still retains copyright.