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ERIC Number: ED581926
Record Type: Non-Journal
Publication Date: 2017
Pages: 85
Abstractor: As Provided
ISBN: 978-0-3555-1834-4
ISSN: EISSN-
A Quantitative Analysis of Evidence-Based Testing Practices in Nursing Education
Moore, Wendy
ProQuest LLC, Ph.D. Dissertation, Capella University
The focus of this dissertation is evidence-based testing practices in nursing education. Specifically, this research study explored the implementation of evidence-based testing practices between nursing faculty of various experience levels. While the significance of evidence-based testing in nursing education is well documented, little is known about the characteristics of educators who implement evidence-based testing practices most consistently. The role that faculty experience plays on the implementation of evidence-based testing practices has not been previously explored. Benner's from novice to expert theory was used to determine if there was as a significant difference in the implementation of evidence-based testing practices between nursing faculty of five different levels of teaching experience. The best practices in testing in nursing education survey was implemented in this causal comparative study to answer the research question. A convenience sample of 177 nurse educators with various levels of experience from across the United States completed the survey. Participants were grouped according to experience level and group survey means were calculated. The novice educators were those with less than one year of teaching experience, the advanced beginner were those with one to two years of teaching experience, the competent educators were those with three years of teaching experience, the proficient educators were those with four to five years of teaching experience, and the expert educators were those with greater than five years of teaching experience. A one-way analysis of variance (ANOVA) with Tukey post hoc analysis was conducted to determine statistical significance between the five groups of educators. Significant differences in the implementation of evidence-based testing practices were identified between the expert group and both the advanced beginner and proficient groups. [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A