Show simple item record

dc.contributor.advisorDittman, Patricia W.en
dc.contributor.advisorHardigan, Patricken
dc.contributor.advisorRizzolo, Mary Anneen
dc.contributor.authorOrtelli, Tracy A.en
dc.date.accessioned2017-09-18T20:36:31Z
dc.date.available2017-09-18T20:36:31Z
dc.date.issued2017-09-18
dc.identifier.urihttp://hdl.handle.net/10755/622632en
dc.description<p>This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617863; ProQuest document ID: 1528557645. The author still retains copyright.</p>en
dc.description.abstract<p>This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), (<em>&nbsp;t</em>[2,671] = -2.20,&nbsp;<em>p</em>&nbsp;= .03); four (participate in curriculum design and evaluation of program outcomes), (<em>t</em>[2,671] = -2.06,&nbsp;<em>p</em>&nbsp;= .04); and six (engage in scholarship, service, and leadership), (<em>t</em>[2,671] = -2.34,&nbsp;<em>p</em>&nbsp;= .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06;&nbsp;<em>p</em>&nbsp;= .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.</p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjectNursing Educationen
dc.subjectNursing Certificationen
dc.titleEvaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examinationen
dc.typeDissertationen
dc.rights.holder<p> All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. </p><p> All permission requests should be directed accordingly and not to the Sigma Repository. </p><p> All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary. </p>en
dc.description.note<p>This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.</p>en
thesis.degree.grantorNova Southeastern Universityen
thesis.degree.levelPhDen
thesis.degree.year2012
dc.type.categoryFull-texten
dc.evidence.levelOtheren
dc.research.approachQuantitative Researchen
dc.subject.cinahlCredentialing Examinationsen
dc.subject.cinahlFaculty Practiceen
dc.subject.cinahlFaculty, Nursingen
dc.subject.cinahlFaculty, Nursing--Evaluationen
dc.subject.cinahlProfessional Knowledgeen
dc.subject.cinahlCurriculum Developmenten
dc.author.detailsTracy A. Ortelli, PhDen
dc.description.reviewtypeNone: Degree-based Submissionen
dc.description.acquisitionProxy-submissionen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record


Powered by KnowledgeArc