Journal of Nursing Education

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Major Articles 

A Delphi Study of Innovative Teaching in Baccalaureate Nursing Education

Kathleen A. Schell, DNSc, RN

Abstract

The purpose of this Delphi study was to describe the process of innovative teaching in the baccalaureate nursing classroom, based on the consensus of expert nurse educators (n = 28). Round 1 involved a semi-structured survey that required participants to identify essential components of, facilitators of, and barriers to innovative teaching. Content analysis of the responses was used to construct the 62-item Round 2 survey in which participants ranked the importance of each item using a 7-point, Likert-type scale. The Round 3 survey included the same items and provided the median scores of the participants’ own and other experts’ responses. The highest-ranked essential components were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest-ranked facilitators were effective communication with students, faculty motivation and enthusiasm for change, and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest-ranked barriers to innovative teaching in the nursing classroom.

AUTHOR

Received: September 20, 2005

Accepted: May 10, 2006

Dr. Schell is Assistant Professor, School of Nursing, College of Health Sciences, University of Delaware, Newark, Delaware.

This study was funded by a General University Research Grant from the University of Delaware, Newark. The author thanks Elizabeth W. Bayley, PhD, RN, Professor, School of Nursing, Widener University, Chester, Pennsylvania, for sharing her expertise in Delphi technique and Kelly Davis, MSN, RN, for her assistance throughout the study.

Address correspondence to Kathleen Schell, DNSc, RN, 610 Brighton Road, Wilmington, DE 19809; e-mail: kaschell@udel.edu.

Abstract

The purpose of this Delphi study was to describe the process of innovative teaching in the baccalaureate nursing classroom, based on the consensus of expert nurse educators (n = 28). Round 1 involved a semi-structured survey that required participants to identify essential components of, facilitators of, and barriers to innovative teaching. Content analysis of the responses was used to construct the 62-item Round 2 survey in which participants ranked the importance of each item using a 7-point, Likert-type scale. The Round 3 survey included the same items and provided the median scores of the participants’ own and other experts’ responses. The highest-ranked essential components were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest-ranked facilitators were effective communication with students, faculty motivation and enthusiasm for change, and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest-ranked barriers to innovative teaching in the nursing classroom.

AUTHOR

Received: September 20, 2005

Accepted: May 10, 2006

Dr. Schell is Assistant Professor, School of Nursing, College of Health Sciences, University of Delaware, Newark, Delaware.

This study was funded by a General University Research Grant from the University of Delaware, Newark. The author thanks Elizabeth W. Bayley, PhD, RN, Professor, School of Nursing, Widener University, Chester, Pennsylvania, for sharing her expertise in Delphi technique and Kelly Davis, MSN, RN, for her assistance throughout the study.

Address correspondence to Kathleen Schell, DNSc, RN, 610 Brighton Road, Wilmington, DE 19809; e-mail: kaschell@udel.edu.

ABSTRACT

The purpose of this Delphi study was to describe the process of innovative teaching in the baccalaureate nursing classroom, based on the consensus of expert nurse educators (n = 28). Round 1 involved a semi-structured survey that required participants to identify essential components of, facilitators of, and barriers to innovative teaching. Content analysis of the responses was used to construct the 62-item Round 2 survey in which participants ranked the importance of each item using a 7-point, Likert-type scale. The Round 3 survey included the same items and provided the median scores of the participants’ own and other experts’ responses. The highest-ranked essential components were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest-ranked facilitators were effective communication with students, faculty motivation and enthusiasm for change, and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest-ranked barriers to innovative teaching in the nursing classroom.

AUTHOR

Received: September 20, 2005

Accepted: May 10, 2006

Dr. Schell is Assistant Professor, School of Nursing, College of Health Sciences, University of Delaware, Newark, Delaware.

This study was funded by a General University Research Grant from the University of Delaware, Newark. The author thanks Elizabeth W. Bayley, PhD, RN, Professor, School of Nursing, Widener University, Chester, Pennsylvania, for sharing her expertise in Delphi technique and Kelly Davis, MSN, RN, for her assistance throughout the study.

Address correspondence to Kathleen Schell, DNSc, RN, 610 Brighton Road, Wilmington, DE 19809; e-mail: kaschell@udel.edu.

10.3928/01484834-20061101-03

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