Nursing Students' Evaluation of Classroom Teaching

Developing and Testing an Instrument

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1 Citation (Scopus)

Abstract

Although literature on instruments measuring classroom teaching is abundant, it is difficult to find an established tool that meets the specific evaluation needs of faculty teaching in a contemporary nursing college. This methodological study developed and tested an instrument for student completion that assessed the effectiveness of a faculty member's classroom teaching in a modern curriculum. The items were developed from a literature review and feedback from content experts. Four midwestern nursing schools participated in the assessment of the instrument's reliability and validity. A coefficient alpha of .98 was reported for internal consistency (N = 233) and r = .85 (p < .001) for test-retest reliability (n = 35). Factor analysis revealed one dominant factor that measured effective traits/methods in classroom teaching. This factor's eigenvalue of 28.95 accounted for 60% of the total variance.

Original languageEnglish (US)
Pages (from-to)49-57
Number of pages9
JournalJournal of Nursing Measurement
Volume4
Issue number1
StatePublished - Jan 1 1996

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Nursing Students
Teaching
Reproducibility of Results
Nursing Schools
Curriculum
Statistical Factor Analysis
Nursing
Students

ASJC Scopus subject areas

  • Nursing(all)

Cite this

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abstract = "Although literature on instruments measuring classroom teaching is abundant, it is difficult to find an established tool that meets the specific evaluation needs of faculty teaching in a contemporary nursing college. This methodological study developed and tested an instrument for student completion that assessed the effectiveness of a faculty member's classroom teaching in a modern curriculum. The items were developed from a literature review and feedback from content experts. Four midwestern nursing schools participated in the assessment of the instrument's reliability and validity. A coefficient alpha of .98 was reported for internal consistency (N = 233) and r = .85 (p < .001) for test-retest reliability (n = 35). Factor analysis revealed one dominant factor that measured effective traits/methods in classroom teaching. This factor's eigenvalue of 28.95 accounted for 60{\%} of the total variance.",
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