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ERIC Number: ED569280
Record Type: Non-Journal
Publication Date: 2015
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3592-0
ISSN: N/A
Certified Registered Nurse Anesthetists: Relationship between Educator Development and Self-Efficacy toward Clinical Teaching
Pipkin, Jessica Monique
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
A high-demand is placed on healthcare providers to be educators during student clinical training evolutions. Certified registered nurse anesthesia clinical educators (CRNACEs) affiliated with nurse anesthesia education programs (NAEPs) in the United States face the complex duality of assuming the combined role of teacher and anesthesia provider. The purpose of this quantitative study was to use statistical analysis to examine the relationship between educator development background of CRNACEs, and self-efficacy toward clinical teaching inventory (SETTI) scores. NAEP directors forwarded survey invitations through e-mail to a convenience sample of approximately 515 CRNACEs affiliated with five accredited NAEPs located in Arizona, Florida, Minnesota, Rhode Island, and Washington. Data from 27 (response rate = 5.24%) non-faculty CRNACEs was compiled from the online survey service, surveymonkey.com, and analyzed in Microsoft Office Excel 2003 and IBM SPSS Statistics 21. The educator development background variables surveyed were years of educator experience, hours teaching student registered nurse anesthetists, number of educator development courses, degree level, degree type, educator development courses in a nurse anesthesia education program, and course topics. There was a significant relationship between the number of educator development courses and total self-efficacy score in clinical teaching. Course topics lending a positive directional relationship to higher self-efficacy toward teaching scores included: curriculum development, promoting effective communication, learning/instructional theory, providing constructive feedback, and program evaluation. These findings provide a stepping-stone in the evidence base for those in CRNA education leadership to continue research on CRNACEs receiving courses in educator development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Florida; Minnesota; Rhode Island; Washington