Abstract

Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but they have limited experience in teaching and lack the expertise needed to be successful in the educator role, such as knowledge of student assessment. Faculty development programs that focus on student assessment can provide adjunct clinical faculty members with the necessary knowledge to become effective educators and ensure student, faculty, and program success.

The purpose of this study was to examine to what extent a faculty development workshop on evaluating students in clinical courses affected adjunct clinical nursing instructors' cognitive and affective behaviors towards clinical evaluation of students. A convenience sample of 38 instructors at a single institution completed the faculty development workshop. A quasi-experimental research design using a single group pretest/posttest was utilized. Benner's Novice to Expert Model guided the development and planning of the faculty development workshop that focused on student assessment in clinical courses.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3623189; ProQuest document ID: 1550353369. The author still retains copyright.

Author Details

Kelly Vowell Johnson, EdD

Sigma Membership

Phi Theta

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Other

Keywords:

Adjunct Nursing Faculty, Clinical Evaluation, Faculty Development, Assessment

Advisor

Kate Mamiseishvili

Second Advisor

Suzanne McCray

Degree

Doctoral-Other

Degree Grantor

University of Arkansas

Degree Year

2014

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

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

2024-03-07

Full Text of Presentation

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