Event Title
Evaluating the knowledge of those who teach: An analysis of candidate’s performance on the certified nurse educator examination
Location
Terry
Format
Podium Presentation
Start Date
24-1-2015 10:35 AM
End Date
24-1-2015 11:05 AM
Abstract
INTRODUCTION: Nursing faculty are charged with the professional responsibility of formally educating nurses to fill entry-level and advanced practice positions. Given their responsibility, it is essential that nurse educators are adequately prepared to provide quality education to our nations nursing workforce. In order to provide evidence to policy makers, academic institutions, professional organizations, and those pursuing careers in nursing education, it is essential to understand nurse educators knowledge of the full scope of the faculty role.
PURPOSE: 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.
METHODOLOGY: First-time performance was analyzed using Chi-square test of independence, independent t-tests, and binary logistic regression.
RESULTS: The Chi-square test of independence revealed the lack of a statistically significant relationship between formal preparation for the nurse educator role (educational preparation) and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between educational preparation and candidates performance on specific content areas contained within the CNE Examination. Last, 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; p = .00).
CONCLUSIONS: The results of this study provides evidence to academic leaders about faculty development and mentoring needs and offers guidance to those who develop curricula for graduate and doctoral nursing programs.
Evaluating the knowledge of those who teach: An analysis of candidate’s performance on the certified nurse educator examination
Terry
INTRODUCTION: Nursing faculty are charged with the professional responsibility of formally educating nurses to fill entry-level and advanced practice positions. Given their responsibility, it is essential that nurse educators are adequately prepared to provide quality education to our nations nursing workforce. In order to provide evidence to policy makers, academic institutions, professional organizations, and those pursuing careers in nursing education, it is essential to understand nurse educators knowledge of the full scope of the faculty role.
PURPOSE: 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.
METHODOLOGY: First-time performance was analyzed using Chi-square test of independence, independent t-tests, and binary logistic regression.
RESULTS: The Chi-square test of independence revealed the lack of a statistically significant relationship between formal preparation for the nurse educator role (educational preparation) and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between educational preparation and candidates performance on specific content areas contained within the CNE Examination. Last, 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; p = .00).
CONCLUSIONS: The results of this study provides evidence to academic leaders about faculty development and mentoring needs and offers guidance to those who develop curricula for graduate and doctoral nursing programs.
