Poster Presentation
Friday, July 13, 2007
9:30 AM - 10:15 AM
Friday, July 13, 2007
3:15 PM - 4:00 PM
Quality of Teaching Behaviors of Nursing Faculty in Nursing Skills Laboratories in Japan
Tomomi Kameoka, RN, DNSc1, Tomoko Miyashiba, RN2, Naomi Funashima, RN, DNSc3, Midori Sugimori, RN, BLL4, Hiroe Miura, RN, DNSc5, and Kyoko Yokoyama, RN, DNSc5. (1) Nursing Education, National College of Nursing Japan, Kiyose, Tokyo, Japan, (2) Nursing Education, Doctoral Program in Nursing, Chiba University, Chiba, Japan, (3) School of Nursing, Chiba University, Chiba, Chiba, Japan, (4) Gunma Prefectural College of Health Science, Gunma Prefectural College of Health Science, Maebashi, Gunma, Japan, (5) School of Nursing, Gunma Prefectural College of Health Science, Chiba, Japan
| Learning Objective #1: The learner will be able to know the quality of teaching behaviors of nursing faculty in nursing skills laboratories in Japan. |
| Learning Objective #2: The learner will be able to explore the mean to improve his/her quality of teaching behaviors in nursing skills laboratories |
OBJECTIVE: To explore the quality of teaching behaviors of nursing faculty in nursing skills laboratories in Japan.
METHODS: Twelve hundreds and ninety six nursing faculty randomly sampled in Japan were asked to answer the following two instruments. The Self-Evaluation Scale of Teaching Behaviors in Nursing Skills Laboratories (TBNSL) (Miyashiba, 2006) was used to measure the quality of teaching behaviors in nursing skills laboratories. The TBNSL had 40 items, 5-point Likert-type scale (from 1 “very untrue for me” to 5 “very true for me” ), and the items were grouped into 10 subscales with 4 items. The scale had well-established internal consistency (Cronbach’s alpha=.95), and construct validity was established by factor analysis. The Faculty Attributes Questionnaire (FAQ) was used to collect the demographic data of nursing faculty. Content validity of the FAQ was established by a pilot study and an expert panel. The data were analyzed statistically.
FINDINGS: Six hundred and seven (46.8%) nursing faculty responded, and 530 valid data were analyzed. The mean score of the TBNSL was 153.6 (SD=20.5). The subscale with the highest mean score was “observe students and help them to solve their problem” (mean=16.02, SD=2.4), and followed by the subscale “provide self-learning environment for students out of the class” (mean=15.8, SD=3.5). On the other hand, the subscale with the lowest mean score was “change teaching-learning plan depending on situation” (mean=14.3, SD=3.0), and followed by the subscale “adjust teaching-learning contents in class flexibly for which all students achieve the minimum goal” (mean=14.8, SD=3.1).
CONCLUSIONS: The results suggested that the nursing faculty in Japan perceived they had to improve their teaching behaviors in nursing skills laboratories, though those were fairly well. Especially, changing/adjusting teaching-learning plan/content in class flexibly depending on situation is the important aspect for them to improve the quality of teaching behaviors in nursing skills laboratories.